Supporting Student-Led Transition Planning for Students with Emotional Disturbance

Young adults with mental health difficulties are capable of successfully engaging in school, training, and employment. The support these individuals receive as they progress through secondary education can help them realize their potential in life after high school. Many times, teachers see different results for these students such as high school drop-out, lower rates of post-secondary education and employment, and even higher rates of involvement with law enforcement, poverty, and homelessness upon their exit from high school; however, with the right information, resources, and determination teachers can make a lasting impact on these students. To help students with emotional disturbance experience post-secondary success, teachers need resources to assist them with planning and preparing for students’ transition from high school into education and training programs and employment in young adulthood. This practice guide will offer practical ways to plan for these students’ successful transition from high school to post-secondary life, which can lead to positive outcomes for students with emotional disturbance. Learn more about the Translating Evidence to Support Transitions project on our website

Partnering with Community Agencies in Transition Planning for Students with Emotional Disturbance

Young adults with mental health difficulties are capable of successfully engaging in school, training, and employment. The support these individuals receive as they progress through secondary education can help them realize their potential in life after high school. Many times teachers see different results for these students such as high school drop-out, lower rates of post-secondary education and employment, and even higher rates of involvement with law enforcement, poverty, and homelessness upon their exit from high school; however, with the right information, resources, and determination teachers can make a lasting impact on these students. To help students with emotional disturbance (ED) to obtain post-secondary success, teachers need resources to assist them with planning and preparing for students’ transition from high school into education and training programs and employment in young adulthood. This practice guide will offer practical ways to plan for these students’ successful transition from high school to post-secondary life, which can lead to positive outcomes for students with ED. To learn more about the Translating Evidence to Support Transitions project, please visit our website

Incorporating Career and Technical Education in Transition Planning for Students with Emotional Disturbance

Young adults with mental health difficulties are capable of successfully engaging in school, training, and employment. The support these individuals receive as they progress through secondary education can help them realize their potential in life after high school. Many times teachers see different results for these students such as high school drop-out, lower rates of post-secondary education and employment, and even higher rates of involvement with law enforcement, poverty, and homelessness upon their exit from high school (Wagner, Newman, Cameto, & Levine); however, with the right information, resources, and determination teachers can make a lasting impact on these students. To help students with Emotional Disturbance (ED) experience post-secondary success, teachers need resources to assist them with planning and preparing for student transition from high school into education and training programs and employment in young adulthood. This guide will offer practical ways to plan for these students’ successful transition from high school to post-secondary life, which can lead to positive outcomes for students with ED. To learn more about the Translating Evidence to Support Transitions project, visit our website

Improving the Outcomes of Transition Age Youth with Psychiatric Disabilities through the Adoption and Use of Best Practice Transition Planning [English and Spanish versions]

A Spanish translation of this publication is available to download under Additional Files below. The goal of the newly funded Translating Evidence to Support Transitions (TEST) grant is to increase the use and adoption of research-based best practices in transition planning services for high school students with emotional and behavioral disturbances (EBD) receiving special education services

EFFECTS OF TEACHER TRAINING ON PRESERVICE TEACHERS\u27 KNOWLEDGE, PERSONAL BELIEFS, AND ATTITUDES

This study examines the effects of the NAMI Parents and Teachers as Allies training on the Mental Health Literacy, Personal Beliefs, and Stigmatizing Attitudes of preservice teachers. A researcher developed survey was administered three times to the training group prior to, immediately following, and two weeks after the training. A nonequivalent control group was administered two surveys—a preliminary measure and a follow up measure—to provide comparison data for investigating the effects of the intervention on the group of preservice teachers receiving the intervention. Results of the study indicate the Parents and Teachers as Allies training is an inexpensive, relatively short training that positively affects preservice teachers’ knowledge, personal beliefs, and attitudes about students experiencing emotional and behavioral disorders or mental health distress or illness

Helping Youth on the Path to Employment (HYPE)

Secondary and post-secondary education and employment are compromised for older youth and emerging adults (YEA) with serious mental health conditions. The aim of this research was to identify state-of-the art and innovative practices in career development for YEA. Researchers conducted in-depth telephone interviews with deliverers of 28 innovative programs across the country. Transcripts of interviews were systematically coded and analyzed. Results cover innovative practices for YEA engagement and retention and key service design characteristics

Career Services for Young Adults with Serious Mental Health Conditions: Innovations in the Field

This study examined careers services provided to young adults with serious mental health conditions. Based on an internet survey and key informant telephone interview of 31 programs nominated for delivering innovative practices for young adults, the state of the field for career services was described. Most programs offered supported education and supported employment along with mental health services. Detailed and written planning was a key feature. Programs emphasized working closely with families, inter-agency collaboration, and use of normative community resources. Programs provided direct skills training for school and work and other life skills. Largely, existing models are being applied. However, providers described unique adaptations including greater flexibility in service delivery, attending to the turbulence and developmental changes characteristic of this age group, use of social media, and a heightened willingness to meet young people where they are at both literally and figuratively