Teachers are increasingly involved in helping youth improve their social and emotional competence and mental health. As these demands grow, it becomes increasingly important for teachers to be supported to better meet students’ needs. In this qualitative case study, we explored teachers’ and school staff members’ experiences with (and perceptions of) an in-school teacher wellness intervention program aimed at providing critical mental health support. We conducted 18 focus groups and interviews with administrators, teachers, and support staff (n = 104) at two urban high schools over three semesters. Our data revealed how staff engaged with the program, barriers associated with attaining teacher wellness, the role of stress related to teacher turnover, and teachers’ confidence and frustration around serving students who are experiencing mental health challenges. Based on our findings, we offer recommendations for future research and teacher wellness program designers.
Victor et al. (Wed,) studied this question.