McKenzie, J. E. (2023). Anxiety and depression in middle school: A qualitative inquiry of general education teachers’ experiences implementing Section 504 and IEP policies (Publication No. 30529722) [Doctoral dissertation, Saint Mary’s College]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2829615255

Dissertation
McKenzie, J. E. (2023). Anxiety and depression in middle school: A qualitative inquiry of general education teachers’ experiences implementing Section 504 and IEP policies (Publication No. 30529722) [Doctoral dissertation, Saint Mary’s College]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2829615255

Notes

Saint Mary's College [Moraga, CA]; Educational Leadership department

Tags

Accommodation/s not specified; Emotional/Behavioral disability; K-12; Middle school; U.S. context

URL

https://www.proquest.com/docview/2829615255

Summary

Accommodation

General curricular supports for students with anxiety and depression were investigated, including specific accommodations such as extended time and extra breaks.

Participants

Fifteen general education teachers of grades 6–8 in Northern California (U.S.) who had experience supporting students with anxiety and depression participated.

Dependent Variable

Semi-structured interviews consisting of 29 questions were conducted virtually with each participant individually. Emphasis was placed in this summary on the questions pertaining to participants' perceptions of their preparation and use of accommodations supporting their students with anxiety and depression.

Findings

General education teachers reported feeling unprepared and lacked adequate training to support students with anxiety and depression. There were inconsistencies in how educational policies like Section 504 Plans and IEPs were implemented across schools, with teachers often relying on their own interpretations and experiences rather than formal training. Additionally, teachers expressed concerns that current accommodations—such as extra time and taking breaks—may not be sufficiently addressing students' underlying mental health needs or supporting students' overall academic success.