Theses and Dissertations

Date of Award

2024

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Kathleen Kardaras

Committee Member

Hardwick Johnson

Committee Member

Kimberly Durham

Keywords

collaboration, mental health, emotional health, auxiliary professionals

Abstract

This study was designed to investigate the barriers to collaboration between teachers and auxiliary professionals who work with students with mental and emotional disorders. The primary research questions addressed were: What are the perceived impediments to collaboration from the perspectives of teachers and auxiliary professionals? And why does collaboration frequently fail to occur despite the evident need for it? The methodology involved qualitative interviews and surveys with a sample of teachers and auxiliary professionals, including psychologists, counselors, and special education aides. Data were analyzed using thematic analysis to identify common themes and differences in perceptions.

The findings revealed that while teachers are extensively trained to address diverse learning needs, they often lack sufficient training and knowledge in identifying and addressing the psychological and emotional disorders of their students. This knowledge gap contributes to their hesitation or inability to effectively collaborate with auxiliary professionals. On the other hand, auxiliary professionals feel they are well-equipped to support students with these specific needs but encounter challenges in engaging teachers in collaborative efforts. Key barriers identified include time constraints, lack of mutual understanding of roles, insufficient communication, and institutional limitations.

The study concluded that fostering better collaboration requires targeted professional development for teachers in mental and emotional health and structured opportunities for regular, meaningful interaction between teachers and auxiliary personnel. Recommendations include implementing school-wide policies that prioritize and facilitate interdisciplinary collaboration and creating integrated support teams that can work together to address the comprehensive needs of students with mental and emotional disorders. This approach could potentially enhance the educational outcomes and well-being of these students.

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