【兰德】高中生的社会情感健康-学校和系统政策与实践指南-2024.10_48页_514kb

Summary of Social-Emotional Well-Being for High School Students

Core Content

This report explores the social-emotional well-being (SEWB) of high school students in the United States, focusing on how school districts organize practices and policies to support this critical area. It addresses a significant research gap by analyzing multi-method, multiyear data from 57 educators and school leaders across various school districts.

Main Findings

• High School Students' SEWB Needs: Educators report that high school students are struggling with anxiety, depression, apathy, and communication difficulties. These needs differ from those of younger students, as high schoolers require opportunities to express their voice, feel a sense of belonging, and make individualized choices.

• School-Level Supports: Schools support SEWB through a variety of practices including:

  • Team meetings and advisory periods
  • Collaboration with external mental health agencies
  • Professional development for teachers
  • Integration of SEWB with academic and career readiness initiatives

• District-Level Supports: Districts support SEWB through:

  • Hiring mental health directors and socially and emotionally competent leaders
  • Superintendent encouragement of SEWB programs
  • School improvement planning that includes SEWB
  • Convening district-wide meetings and committees
  • Providing professional learning and resources

• Equity Considerations: Equity-oriented practices include:

  • Connecting SEWB initiatives with diversity, equity, and inclusion (DEI) efforts
  • Offering individualized supports for minoritized students
  • Creating equity-focused clubs and safe spaces

• Challenges and Barriers: District-level challenges include:

  • Staff churn and disorganization
  • Lack of support from central office leadership
  • Limited resources and funding for SEWB programs

Key Takeaways

• High school students are experiencing significant mental health issues, including anxiety, depression, and communication challenges.
• School staff, especially mental health specialists, counselors, and support personnel, are essential to providing SEWB support.
• The role of mental health specialists is often short-term and grant-dependent.
• School practices that support SEWB include advisory periods, professional development, and integrating SEWB with academic and career goals.
• District practices include policy development, resource allocation, and leadership involvement.
• Equity efforts should be embedded in SEWB initiatives, with specific attention to minoritized students.
• There are challenges in sustaining SEWB programs and ensuring equitable access.

Recommendations

1. Sustain Funding and Hiring: Ensure long-term funding and intentional hiring of socially and emotionally competent principals, district leaders, and mental health staff.
2. Design Holistic District Plans: Develop district-wide SEWB plans that address key challenges such as depression, anxiety, and communication skills.
3. Conduct Audits: Perform district-level SEWB audits and use data to inform future practices.
4. Integrate Equity: Weave equity into SEWB practices, with a focus on supporting students of color, female teens, and LGBTQ+ students.

Structure of the Report

• About This Report: Overview of the report's purpose and target audience.
• Summary: Concise summary of the report's key findings and recommendations.
• Tables: Tables detailing school and district supports, participant demographics, and program mentions.
• Background: Contextual information on SEWB in high schools, including academic performance links and equity concerns.
• Study Methods: Description of the qualitative research approach, including secondary data analysis and additional interviews.
• Findings and Discussion: Organized by research questions, covering SEWB needs, school practices, district practices, equity considerations, and challenges.
• Appendices: Additional details on interview protocols, study methods, and formal SEWB programs.

Research Questions

1. What do educators perceive as the social-emotional well-being needs of high school students?
2. How do schools support social-emotional well-being for high school students?
3. How do districts support the social-emotional well-being of high school students?
4. How and to what extent are social-emotional well-being practices for high school students equity-oriented?
5. What challenges do educators and leaders perceive in providing social-emotional well-being supports for high school students?

Limitations

• The study only includes perspectives from educators and leaders, not students, parents, or community members.
• The sample size is relatively small and national in scope, which may limit the depth of findings.
• Data from different years and studies were combined, which may affect the consistency of results.
• The study is exploratory in nature, aiming to guide future research and policy, but many important questions remain unaddressed.

Conclusion

This report highlights the growing importance of social-emotional well-being in high schools and the need for systemic, equitable, and sustainable support structures. It provides actionable insights for school and district leaders, policymakers, and researchers aiming to improve the mental health and well-being of high school students.