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

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

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

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

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.

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.