Date

12-19-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Lisa Foster

Keywords

special education; school-based mental health; middle school; high school

Disciplines

Education | Special Education and Teaching

Abstract

The purpose of this quantitative causal-comparative study was to determine if there is a difference in student engagement scores amongst middle and high school special education students who are or are not utilizing school-based mental health services (SBMHS). To continue improvements in the effectiveness of school-based mental health services and to assist students in personal behavior management and school engagement, the impact of mental health services must be understood. The study participants were drawn from a convenience sample of middle and high school special education students participating in school-based mental health services located in Minnesota during the 2023-2024 school year. The dependent variable for the study was student engagement scores, as measured by the Student Engagement Instrument. The independent variables for this study were participation in school-based mental health services and grade-level, middle, or high school. The sample size was 179 total students, 85 in grades 6-8 and 94 in grades 9-12. A two-way ANOVA was conducted to analyze interactions between the groups. Data was collected through a student-completed questionnaire. The results did not demonstrate statistically significant differences in engagement between students who participated in school-based mental health services and those who did not or the interaction. However, there was a statistically significant difference in engagement at the school level of the student. More research is needed to investigate the impact of school-based mental health services for special-education students well as the engagement outcome of school-based services.

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