An increasing number of PK-12 students need mental health support. While a broad group of professionals (e.g., teachers, administrators, counselors, psychologists, social workers, families) may be involved in school-based mental health and well-being work, not all are trained mental health experts well-versed in the nuances of implementing the resources provided. In this manuscript, we share three vignettes describing instances across our study of teacher preparedness for wellness work in which a lack of a common lexicon emerged as a barrier. By describing cross-disciplinary lexicon challenges, we highlight the need for a universal definition of and lexicon for building a robust mental health and well-being support system for students. Without a consistent way of communicating, educators face challenges with designing effective teacher induction and professional development for mental health and well-being work and difficulty in enacting wellness practices.
Read MoreThis study examines the implementation of Universal Design for Learning (UDL) principles in teacher preparation courses, emphasizing the role of teacher educators in modeling best practices. The research focuses on two aspects: (1) Does modeling UDL principles that align with student needs enhance engagement in teacher preparation courses? and (2) How do students perceive the impact of UDL principles on their individual learning needs and their ability to express and engage in courses? Utilizing a mixed-methods action research design, this study fosters reflective practice among teacher educators and evaluates the effectiveness of UDL strategies. Findings indicate that the instructors were highly effective in creating a positive and inclusive learning environment, enabling students to feel supported and safe in expressing themselves. This research contributes to the ongoing discourse on effective teaching strategies in higher education, highlighting the importance of UDL in preparing future educators.
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