Lee Diane J, Patall Erika A, Vite Amanda, Zambrano Jeanette
Rossier School of Education, University of Southern California.
Watson College of Education, California State University, San Bernadino.
Sch Psychol. 2025 Sep;40(5):614-621. doi: 10.1037/spq0000675. Epub 2024 Dec 12.
The rising social unrest regarding social justice issues across the nation, as well as health concerns and isolation as a result of the COVID-19 pandemic, brought about a time of unprecedented distress for students across the United States. As schools transitioned back to in-person instruction, teachers may have utilized different strategies in the classroom to help support student mental health during this time of crisis. In the present study, we surveyed a sample of 1,449 full-time K-12 teachers during the Spring 2022 semester to examine the relationships between their perceptions of student mental health decline and their use of emotionally supportive and culturally relevant practices. We examined whether these relationships differed depending on whether students spoke a foreign language at home and the racial background of the students in the class. Structural equation modeling results revealed that teachers' perceptions of student mental health decline were associated with greater use of emotionally supportive, but not culturally relevant, strategies. The relationship between teachers' perceptions of student mental health decline and use of both types of strategies were stronger in classrooms with 50% or more students who spoke a foreign language at home, but not as a function of the proportion of Black, Indigenous, and people of color students in class. Results highlight teachers' responsive use of emotional support, and use of both emotionally supportive and culturally relevant strategies to support the mental health of students from non-English-speaking households. However, findings point to the need for teachers to utilize more culturally relevant strategies in times of crisis, particularly in classrooms with more Black, Indigenous, and people of color students. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
全国范围内因社会正义问题引发的社会动荡加剧，以及新冠疫情导致的健康担忧和隔离，给美国各地的学生带来了前所未有的困境时期。随着学校恢复面对面教学，教师们可能在课堂上采用了不同策略，以在这一危机时期帮助支持学生的心理健康。在本研究中，我们在2022年春季学期对1449名全日制K-12教师进行了调查，以考察他们对学生心理健康下降的认知与他们采用情感支持性及文化相关做法之间的关系。我们研究了这些关系是否因学生在家是否说外语以及班级中学生的种族背景而有所不同。结构方程模型结果显示，教师对学生心理健康下降的认知与更多地采用情感支持性而非文化相关策略有关。在有50%或更多学生在家说外语的课堂上，教师对学生心理健康下降的认知与两种策略的使用之间的关系更强，但并非因班级中黑人、原住民和有色人种学生的比例而变化。研究结果凸显了教师对情感支持的灵活运用，以及采用情感支持性和文化相关策略来支持来自非英语家庭学生的心理健康。然而，研究结果指出，教师在危机时期需要采用更多文化相关策略，尤其是在有更多黑人、原住民和有色人种学生的课堂上。（《心理学文摘数据库记录》（c）2025美国心理学会，保留所有权利）
