United States and Canada pre-service teacher certification standards for student mental health: A comparative case study

Authors

Elizabeth Levine Brown, George Mason University, Fairfax Campus
Kate L. Phillippo, Loyola University of Chicago
Karen Weston, Arizona State University
Susan Rodger, The University of Western OntarioFollow

Document Type

Article

Publication Date

4-1-2019

Journal

Teaching and Teacher Education

Volume

80

First Page

71

Last Page

82

URL with Digital Object Identifier

10.1016/j.tate.2018.12.015

Abstract

© 2018 Elsevier Ltd U.S. and Canadian K-12 students face social-emotional and mental health concerns that stand to jeopardize their well-being and achievement. Teachers possess unique potential to promote students’ social-emotional and mental health wellness. However, training in these areas is not widespread in most teacher candidates’ learning experiences. This study compares policy within and across neighboring countries, identifying the extent to which all fifty United States and ten Canadian Provinces specify mental health competency standards for teacher certification. These standards were limited in number and phrased generally, with notable, informative exceptions in scattered states and provinces. Implications for research, practice and policy are discussed.