Date

4-26-2024

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Rollen Fowler

Keywords

comorbid disability, contextual organization, mental health, special education

Disciplines

Education | Special Education and Teaching

Abstract

The purpose of this transcendental phenomenological study was to describe the lived experiences of special education teachers in public schools regarding addressing mental health needs in their students experiencing comorbid disabilities. The theory guiding this study was contextual organizational framework as it applies to individual special education teachers addressing comorbid mental health concerns in their students. The research addresses the central research question: What experiences within the organizational context(s) do special education teachers describe with regard to working with special education students with comorbid mental health disorders? All participants were special education teachers in either elementary or secondary schools, who have been chosen purposefully using criterion sampling methods. Data was collected through structured interviews conducted through an online platform and audio recorded. Data was analyzed using a coding system to determine phenomenon between participants. From the data, three themes emerged: (a) mental health impact, (b) lack of resources and training, and (c) professional development. The results of this study provided stakeholders with an increased understanding of special education teachers’ lived experiences with regard to addressing comorbid mental health concerns in their students. Study findings may inform practices and professional development decisions including educational practices with regard to mental health resources.

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