Leading the Charge: A Qualitative Descriptive Study Exploring How Public Middle School Principals Perceive and Enact Their Role as Advocates for School-Based Mental Health

Adolescent mental health concerns have increased significantly during the middle school years, requiring school leaders to expand their role in supporting students’ social, emotional, and psychological well-being. Although schools are uniquely positioned to deliver comprehensive mental health services, how public middle school principals perceive and enact their role as advocates for school-based mental health services remains underexplored. The purpose of this qualitative descriptive study was to explore how public middle school principals perceive and enact their role as advocates for school-based mental health services. Guided by social cognitive theory (SCT), this study examined how personal beliefs, behavioral practices, and environmental influences shaped principals’ leadership actions. Participants included middle school principals and assistant principals from five public middle schools in a suburban district in the southeastern United States. Data were collected through an eligibility questionnaire and semistructured interviews. Data analysis followed a reflexive thematic approach using iterative coding, clustering, and theme development procedures. Seven themes emerged: leaders as frontline mental health advocates, systemic constraints that undermine implementation, multitiered systems of support as an operational framework, relational leadership and trust building, balancing structure and care in leadership identity, staff capacity and training needs, and evolving expectations of middle school leadership. Findings indicated that principals viewed themselves as central decision-makers in shaping school culture and normalizing mental health support, while encountering structural barriers such as funding limitations, staffing shortages, and competing accountability demands. Conclusions suggest that leadership preparation, district policy alignment, and organizational support structures are critical for strengthening principal- vii led mental health advocacy and fostering equitable, developmentally responsive school environments. Keywords: middle school leadership, adolescent mental health, school-based mental health advocacy, qualitative descriptive research, social cognitive theory, educational leadershi

A Qualitative Study on Exploring the Underrepresentation of Women of Color in Fortune 500 Executive Leadership

In this study the researcher examined the persistent underrepresentation of women of color in senior leadership roles within Fortune 500 companies. Despite the increasing number of highly qualified women of color, access to executive-level leadership opportunities remains disproportionately limited. The purpose of this qualitative phenomenological study was to explore the barriers experienced by women of color in advancing to senior leadership positions and to identify strategies used to navigate these barriers. The researcher collected data through semistructured interviews with 10 women of color in management and senior leadership roles, each with over 15 years of professional experience in the United States. The data were analyzed using thematic analysis to identify patterns of shared meaning across participant experiences. The findings revealed eight key themes, including limited access to sponsorship, exclusion from informal networks, shifting performance expectations, strategic self-advocacy, resilience, and the need for political navigation within corporate environments. Participants described navigating systemic barriers while developing adaptive strategies to advance within their organizations. The study concludes that leadership advancement for women of color is influenced not only by knowledge, skills, and abilities, but also by access to relationships, sponsorship, and organizational power structures. These findings highlight the need for intentional organizational practices that promote equitable advancement pathways and support inclusive leadership development. Keywords: women of color, resilience, self-advocacy, qualitative research, intersectionality, systemic barrier

The Intersection of Dark Triad Leadership and Organizational Commitment: Examining the Efficacy of Educational Intervention Among K–12 Central Office Peer Leaders

The intersection of toxic leadership traits and workplace loyalty remains a critical area of study within educational administration. The purpose of this quantitative, quasiexperimental study was to examine whether a targeted educational intervention, an asynchronous online minicourse focused on the dark triad leadership traits of Machiavellianism, narcissism, and psychopathy, influenced the organizational commitment of U.S. K–12 central office peer leaders. This study addressed a gap in the literature regarding proactive strategies for peer leaders, defined as coworkers in leadership positions who are not in supervisory roles over the toxic leaders. I employed a one-group pretest and posttest design to measure shifts in commitment levels. I collected data using the Organizational Commitment Questionnaire, which was administered as both a pretest and a posttest surrounding a 15-minute educational course. The sample consisted of central office administrators recruited through convenience and snowball sampling. As a part of the research procedures, I conducted a screening process, a baseline commitment assessment, the intervention, and a follow-up assessment. A paired-samples t test indicated that organizational commitment scores did not show a statistically significant difference following the intervention, remaining stable across the period. Furthermore, a simple linear regression analysis revealed that years of professional experience did not significantly predict changes in commitment scores. The result of the study indicates that while brief educational interventions may increase awareness of toxic behaviors, organizational commitment is an enduring attitude that may require more intensive, longitudinal strategies to influence effectively

Faculty Perceptions of Engaging Generation Z Students Through Positive Education in the Classroom

This qualitative study examined the engagement gap between Generation Z students and faculty in higher education, emphasizing how positive education approaches can help faculty become more confident and effective instructors. Generation Z students prefer instant internet access and digital learning, have shorter attention spans, and tend to be disengaged when instructors rely on traditional teaching methods. After the COVID-19 pandemic, this engagement gap became more evident. This basic qualitative study used semistructured interviews, reflexive journaling, and nonparticipatory observations. Participants included full-time health science faculty at a private university in central Texas. Each had at least 2 years of teaching experience and had integrated positive education into their curriculum. Data from this study were analyzed through inductive analysis using NVivo software. The findings revealed the following themes: technology dependence; positivity-focused motivation; collaborative and peer-driven learning; and fostering belonging through a positive, student-centered learning environment. This study also emphasized the value of positive education and how it can improve teaching practices and cultivate student learning environments. This research adds to the positive education literature in higher education and highlights the need for further research. It underlines the importance of support from higher education institutions for faculty development and engagement to enhance student success. By applying positive education principles, faculty and students can build stronger connections, improve interactions, and create a supportive learning environment, ultimately aiming to reduce the engagement gap

The Relationship Between Sports Related Head Injuries, Mental Health and Academic Performance in University Student-Athletes

Student athletes face many challenges when it comes to participating in team sports, one of the most notable being sport-related head injuries. Concussions are a growing concern since they have the potential to impact mental health and academic performance long-term. While many athletes report recovery within weeks, some continue to struggle with impairments in their psychological functioning and overall mental well-being that interferes with academic performance over time. Many of the standardized protocols in place for concussion management vary across institutions. This study aimed to address gaps in the existing literature by assessing concussion history, mental health and academic challenges through the use of self-report questionnaires (including the PHQ-9, GAD-7, and CASES). By examining both mental health and academic performance, this study provides insight into the relationship between sport-related head injuries, mental health and academic performance in current and former student-athletes. Results of this study indicated no significant association between concussion history, mental health and academic performance. Student-athletes with a history of concussions did not significantly differ from those without a concussion on any study measure. However, depressive and anxiety symptoms were strongly and positively related, and depressive symptoms were moderately associated with lower academic self-efficacy scores. These findings suggest that, within this sample, mental health symptoms may be more closely related to academic self-efficacy than concussion history, highlighting the importance of monitoring mental health and well-being in student-athletes

Tracking Toward Engagement: Examining the Influence of a Competitive Participation Tracker on Middle School Students

This study examined the implementation of a competition tracker in a middle school band program. It aimed to discover the potential increase in turn-in/participation rates in a Concert Band compared to a Symphonic Band, as well as student perceptions of the competition tracker. These classes were skill-based ensembles of seventh- and eighth-grade students, with Symphonic Band being the more advanced ensemble. Collected data included surveys, focus groups, field notes, and turn-in data. This study took place over a four-week time period. Data was coded using the constant comparative method, grouping together similar themes in the data to create 15 level 1 codes and 4 level 2 codes. The four level 2 codes that emerged were movement and progress, reactions and emotions, thoughts, and outcomes. Quantitative data consisted of the analysis of student turn-in rates as well as student answers on the Competition Tracker survey

We\u27re Not the Exception. We\u27re the Expectation. : Black Undergraduate Men Disrupting the Dominant Discourse Through Narratives of Persistence and Belonging at a Predominantly White Institution

Black undergraduate men (BUM) at predominantly White institutions (PWIs) have often been portrayed through deficit-oriented narratives that emphasize barriers and premature departure while minimizing the voices of those who persist and cultivate belonging. The researcher addressed this problem by examining how BUM at a private PWI narrated their persistence and belonging, and how their narratives disrupted the dominant discourse about Black men in higher education. Literature regarding BUM at PWIs has too often centered obstacles and attrition while overlooking the voices, strategies, and experiences of BUM who persist. Therefore, Black men’s narratives were solicited to better understand what enabled persistence and how belonging was cultivated within a PWI where acceptance could not be assumed. Through purposive sampling, six BUM at a private PWI in the southwestern United States were recruited and subsequently interviewed using semistructured individual interviews and follow-up meetings conducted via Zoom. This qualitative study was grounded in narrative inquiry, and findings were interpreted through counterstorytelling and Strayhorn’s sense of belonging. Findings coalesced into four themes: (a) persistence as commitment, responsibility, and agency; (b) strategic navigation of institutional barriers; (c) counterspaces as sites of support and affirmation; and (d) belonging as an active and continual process. Overall, participants’ narratives challenged deficit portrayals by emphasizing purposeful decision-making, relational support, and community making as central to persistence at a PWI. The study concluded that persistence and belonging were mutually reinforcing and that PWIs should treat belonging, transparent support systems, viii counterspaces/mentoring networks, and culturally responsive care pathways as institutional responsibilities rather than student burdens

Accessing Campus Mental Health Services in a Nigerian Southwestern University: Barriers to Academic Success

Mental health disorders are a significant health concern among higher education institutions in sub-Saharan Africa, including Nigeria. A substantial treatment gap exists in the Nigerian healthcare system, and this gap is further worsened by cultural and religious barriers, which reinforce stigma that discourages students from seeking professional help. This qualitative narrative inquiry explored the barriers students encountered when accessing mental health services at a university in Southwestern Nigeria, to increase service access. Qualitative semistructured interviews were conducted with seven professional mental health providers at a university counseling center between March and April 2025. Inductive thematic analysis was used to identify codes and themes related to access barriers. Eight themes associated with barriers to accessing mental health services were found: perceived barriers; social and cultural factors; peer, family, and societal perceptions toward help seeking; stigma and confidentiality; barriers faced by professional providers at work with students; university mental health policies; professional providers’ training; and strategies to increase use of campus counseling services. Participants reported cultural practices and religious beliefs, as well as a fear of stigma, influenced students’ perceptions, such as viewing mental health conditions as supernatural or demonic influence, invariably impeding help-seeking. The findings suggest that sustainable mental health education and awareness efforts targeting both students and the broader university community may help reduce barriers to help-seeking and increase students’ use of university counseling services. Universities must design policies specifically tailored to address their mental health challenges

The Implications of the Midyear Departure of Residence Directors in Housing and Residential Life

High attrition rates among entry-level student affairs professionals have been documented for decades, yet little research has examined the implications of midyear departures within housing and residential life. Residence directors serve as live-in professionals responsible for crisis response, student conduct, staff supervision, and community development. When a midyear departure occurs, the disruption extends beyond the vacancy and affects supervisors, colleagues, and residential communities. The problem addressed in this study was the organizational and supervisory impact of midyear residence director departures. The purpose of this qualitative narrative inquiry was to examine the factors contributing to midyear departures and to explore how those departures affected supervisors’ workload, stress, and burnout. This study was grounded in an interpretive model and informed by the job-demands resources framework. Data were collected through semistructured interviews, open-ended questionnaires, field notes, and document review. The sample included nine supervisors employed at 4-year public institutions in the southwest region of the United States who had experienced the midyear departure of a residence director within the previous 2 years. Interviews were conducted virtually, recorded, transcribed, and analyzed using thematic analysis to identify patterns across participant narratives. Findings indicated that midyear departures were driven by excessive workload, limited control, inadequate supervisory support, value misalignment, and sustained postpandemic work intensity. Supervisors reported increases in residual workload, emotional exhaustion, role overload, diminished morale, and prolonged vacancy strain. In several cases, supervisors described symptoms consistent with burnout and decreased organizational commitment. The study concluded that midyear departures produced significant ripple effects, intensifying job demands while diminishing available resources for supervisors. Sustainable retention efforts v require institutional recalibration of workload expectations, strengthened supervisory preparation, equitable resource distribution, and systemic approaches to employee well-being that extend beyond individual self-care strategies