Scholarlink

<p>Teachers are promising lay counselors but have limited time for traditional therapy. To viably leverage teachers to deliver care, we developed <b>Tea</b>chers <b>L</b>eading the <b>F</b>rontlines (Tealeaf), where teachers deliver a novel therapy, “education as mental health therapy” (Ed-MH); measures are an extension of classroom management, not an added task. We investigated whether Tealeaf teachers improved child mental health symptoms and academic achievement versus teachers delivering an enhanced usual care (EUC) comparator, <b>Re</b>sponding to <b>S</b>tudents' <b>E</b>motions through <b>Ed</b>ucation (RE-SEED), a truncated version of Tealeaf. We conducted a pragmatic, mixed methods, post hoc analysis using data from 2019 of an open trial of Tealeaf running in parallel with the all-EUC first step of a stepped wedge cluster randomized controlled trial (SW-CRCT). We compared postintervention child mental health symptom scores and academic achievement. Semi-structured interviews and focus groups were analyzed using inductive content analyses. Tealeaf teachers observed lower mental health symptom severity (n = 23 children in Tealeaf, n = 104 in RE-SEED; Cohen’s <i>d</i> = 0.70; p = 0.024). Students in Tealeaf (n = 26, n = 183 in RE-SEED) performed better in math (<i>d</i> = 0.63; p = 0.0006) and reading (<i>d</i> = 0.83; p = 0.001). Caregivers of children in RE-SEED (n = 177), the comparator condition, reported lower severity of overall mental health difficulties and internalizing difficulties for their children compared to caregivers’ reports of their children in Tealeaf (n = 25). Tealeaf teachers displayed a greater depth in mental health understanding in mixed methods findings. Evidence supports teachers' potential to improve child mental health and academics in school while underscoring the need for additional home‐based supports. Tealeaf Clinical Trials Registry—India (CTRI) Reg. No. CTRI/2018/01/011471, Ref. No. REF/2017/11/015895; date of registration 2018-01-01. RE-SEED TRN NCT04723277; date of registration 2021-01-25.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Comparative child mental health and academic outcomes after primary school teachers deliver task-shifted mental health care in India

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年6月18日

查看全文
  • Priscilla Giri,
  • Molly M. Lamb,
  • Venessa C. Fuentes,
  • Arpana Thapa,
  • Surekha Bhattarai,
  • Choden Dukpa,
  • Catherine C. Shrestha,
  • Setareh Ekhteraei,
  • Juliana L. Vanderburg,
  • Breanna Windsor,
  • Abhishek K. Rauniyar,
  • Karen Hampanda,
  • Bradley N. Gaynes,
  • Rinzi Lama,
  • Michael Matergia,
  • Christina M. Cruz

摘要

Teachers are promising lay counselors but have limited time for traditional therapy. To viably leverage teachers to deliver care, we developed Teachers Leading the Frontlines (Tealeaf), where teachers deliver a novel therapy, “education as mental health therapy” (Ed-MH); measures are an extension of classroom management, not an added task. We investigated whether Tealeaf teachers improved child mental health symptoms and academic achievement versus teachers delivering an enhanced usual care (EUC) comparator, Responding to Students' Emotions through Education (RE-SEED), a truncated version of Tealeaf. We conducted a pragmatic, mixed methods, post hoc analysis using data from 2019 of an open trial of Tealeaf running in parallel with the all-EUC first step of a stepped wedge cluster randomized controlled trial (SW-CRCT). We compared postintervention child mental health symptom scores and academic achievement. Semi-structured interviews and focus groups were analyzed using inductive content analyses. Tealeaf teachers observed lower mental health symptom severity (n = 23 children in Tealeaf, n = 104 in RE-SEED; Cohen’s d = 0.70; p = 0.024). Students in Tealeaf (n = 26, n = 183 in RE-SEED) performed better in math (d = 0.63; p = 0.0006) and reading (d = 0.83; p = 0.001). Caregivers of children in RE-SEED (n = 177), the comparator condition, reported lower severity of overall mental health difficulties and internalizing difficulties for their children compared to caregivers’ reports of their children in Tealeaf (n = 25). Tealeaf teachers displayed a greater depth in mental health understanding in mixed methods findings. Evidence supports teachers' potential to improve child mental health and academics in school while underscoring the need for additional home‐based supports. Tealeaf Clinical Trials Registry—India (CTRI) Reg. No. CTRI/2018/01/011471, Ref. No. REF/2017/11/015895; date of registration 2018-01-01. RE-SEED TRN NCT04723277; date of registration 2021-01-25.