None listed
Conditions
Brief summary
Although school staff are well positioned to identify possible changes in their students' mental health, many classroom teachers report they feel a lack the confidence and knowledge in knowing how to recognise and best respond to possible signs of mental health changes among students. While best practice guidelines recommend schools offer professional development to teachers that addresses reducing stigma towards those with mental health problems, there are very few programs available that are evidence-based and target the skills required beyond classroom teaching. In response to this training gap, the Black Dog Institute developed Building Educators’ Skills in Adolescent Mental Health (BEAM), an online training program designed to educate secondary school educators in leadership positions (such as Year Advisors, Heads of Wellbeing, and Deputy Principals) about adolescent mental health. BEAM is based on a theory of change which posits that an increase in educators’ mental health knowledge will improve their positive attitude and self-reported confidence in managing student mental health-related issues, and thereby increase the frequency of helping behaviours directed towards students. This unique, flexible, blended-model of training aims to bridge the gap between e-learning and face-to-face training, and allows for the program to be completed when users are available without taking leave from their school. In 2019, a pilot trial of BEAM assessed the acceptability, feasibility, and preliminary effectiveness among 70 Year Advisors across NSW. The pilot found the program to be both acceptable and feasible to deliver, with participants reporting moderate to high satisfaction with the program, most indicating they would use the program again, and all would recommend it to others. Furthermore, preliminary effectiveness of BEAM was demonstrated, with participants reporting decreases in their own levels of psychological distress at 6-weeks post-test, and higher levels of self-reported confidence in managing students’ mental health needs at post-test, with their confidence levels continuing to increase at 12-week follow-up. Additionally, at follow-up, participants reported an increase in the number of helping behaviours directed towards students. However, users reported that ‘lack of time’ was a significant barrier to program completion, along with forgetfulness, and not prioritising the program. The program is ready to be formally assessed for its effectiveness on increasing educators’ self-reported confidence in managing students’ mental health. Additionally, its effectiveness for improving educators’ mental health knowledge, increasing the occurrences of helping behaviours towards students, and reducing stigma and personal distress will also be evaluated.
Interventions
The intervention being evaluated in this study is the BEAM training program. BEAM is an online program designed for secondary school educators in leadership roles, to educate them about adolescent mental health. The program was originally designed in collaboration with an Advisory Group consisting of secondary school Year Advisors from across New South Wales (NSW), Australia, and aims to provide educators with the knowledge and skills they require to best support their students’ mental health ne
The intervention being evaluated in this study is the BEAM training program. BEAM is an online program designed for secondary school educators in leadership roles, to educate them about adolescent mental health. The program was originally designed in collaboration with an Advisory Group consisting of secondary school Year Advisors from across New South Wales (NSW), Australia, and aims to provide educators with the knowledge and skills they require to best support their students’ mental health needs. BEAM is based on a theory of change. which proposes an improvement in knowledge leads to an improvement in attitude and confidence in performing helping behaviours towards others. By improving educators’ knowledge of adolescent mental health, BEAM aims to build their confidence in supporting and responding to students experiencing mental health problems and increase their frequency of engaging in actual helping behaviours. It is also anticipated that through an increase in confidence, participants will report a reduction in their own psychological distress BEAM utilises a blended-style of delivery incorporating both online and face-to-face components. The online content consists of 5 training modules, each containing 3-5 lessons, information, case studies, quizzes, and blog-style story sharing. In addition to the online content, peer-coaching activities encourage participants to meet with their school colleagues and discuss focus questions to help consolidate what has been learned and to apply the information to their own unique situation. Given the current physical distancing guidelines and possible school closures due to physical distancing policies, this component is being adapted to encourage phone calls or online meetings (via teleconference software such as Zoom, Microsoft Teams, and Skype) to complete these activities. These additional peer-coaching activities are optional and there is no restriction on the pace at which users complete the learning modules. The approximate timings for each module, including the content lessons and activity lessons are as follows: Module 1 - 42 minutes; Module 2 - 57 minutes; Module 3 - 52 minutes; Module 4 - 42 minutes; Module 5 - 48 minutes. It is anticipated each peer-coaching activity will take approximately 30 minutes each to discuss the content and enter responses. Therefore, in total, it is estimated that the full training program will take approximately 6.5 hours to complete, and it’s recommended that participants complete one module per fortnight to provide time to complete their peer activities and consolidate their learning. The program can be completed in any order and one module is recommended to participants as a starting point, based on their answers during baseline. All participants will have access to the program for a period of 10 weeks, which can be completed on any computer, laptop, smartphone, or portable tablet device, accessed via a website. Program usage will be measured by the number of lessons and activities completed, which is recorded automatically by the online platform hosting the program.
Sponsors
University of New South Wales
Study design
Allocation
Randomised controlled trial
Intervention model
Parallel
Primary purpose
Educational / counselling / training
Masking
Open (masking not used)
Eligibility
Sex/Gender
All
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
Educators eligible for the trial must meet the following conditions in randomised schools: 1. Are currently employed in a school leadership position that includes responsibility for student wellbeing in addition to their regular teaching duties. Such roles include Year Advisors, Directors (or Heads) of Student Wellbeing, Deputy Principals, Directors of Pastoral Care, Student Coordinators, and Heads of Year 2. Are currently working in this role at a government, Catholic, or independent secondary school (from Years 7 to 12) in NSW, Australia 3. Are working at their school for the duration of the study (maximum 32 weeks) 4. Are working at a school at which the principal has agreed to participation in the trial.
Exclusion criteria
Participation in the pilot trial of BEAM in 2019.
Outcome results
None listed