The Experiences of Elementary General Education Teaching Students with Mental Health Deficits: A Phenomenological Study

Graduate Applie

The Experiences of Elementary General Education Teachers Working with Students with Mental Health Deficits: A Phenomenological Study

The purpose of this phenomenological study was to describe the lived experiences of general education elementary teachers attempting to meet the mental health needs of students in their care. Ten teachers from an Eastern Virginia school district were selected to participate in this study. Individuals with experience working with distressed students were selected through purposive criterion and snowball sampling. The theories guiding this study were Maslow’s (1943) hierarchy of needs and trauma theory (Caruth, 1995). Data from survey/questionnaires, interviews, and focus groups were collected and analyzed per transcendental phenomenology procedures to identify emerging themes from the data. The following four themes were identified: job successes, predictors/indicators of poor mental health, the importance of building relationships, and experiences serving as the best teacher. This study supports the need for additional mental health and wellness training at the pre-service and in-service levels for educators. Additionally, policymakers and educational leaders are challenged to ensure that teachers and students feel safe inside the classroom and that mental health resources are easily accessible for use. The aforementioned findings inform the training necessary to increase teachers’ self-efficacy, skill, and knowledge when it comes to meeting the mental health needs of students in their care

Examining the Influence of COVID-19 on Elementary Mathematics Standardized Test Scores in a Rural Ohio School District

In the United States, national and state standardized assessments have become a metric for measuring student learning and high-quality learning environments. As the COVID-19 pandemic offered a multitude of learning modalities (e.g., hybrid, socially distanced face-to-face instruction, virtual environment), it becomes critical to examine how this learning disruption influenced elementary mathematic performance. This study tested for differences in mathematics performance on fourth grade standardized tests before and during COVID-19 in a case study of a rural Ohio school district using the Measure of Academic Progress (MAP) mathematics test. A two-way ANOVA showed that fourth- grade MAP mathematics scores were statistically similar for the 2019 pre-COVID cohort (n = 31) and 2020 COVID-19 cohort (n = 82), and by gender group, between Fall 2019 and Fall 2020. Implications for rural students’ academic performance in virtual learning environments are discussed

Novel concepts in virally induced asthma

Viruses are the predominant infectious cause of asthma exacerbations in the developed world. In addition, recent evidence strongly suggests that viral infections may also have a causal role in the development of childhood asthma. In this article, we will briefly describe the general perception of how the link between infections and asthma has changed over the last century, and then focus on very recent developments that have provided new insights into the contribution of viruses to asthma pathogenesis. Highlighted areas include the contribution of severe early life viral infections to asthma inception, genetic determinants of severe viral infections in infancy, the differences in innate and adaptive immune system cytokine responses to viral infection between asthmatic and nonasthmatic subjects, and a potential vaccine strategy to prevent severe early life virally-induced illness