Teacher Identification of Student Emotional and Behavioral Problems and Provision of Early Supports: A Vignette-Based Study

Abstract

Although teachers are in a key position to identify and support students with emotional and behavioral challenges, their provision of these supports is often inconsistent. The current study investigated patterns in teacher identification of student emotional and behavioral challenges, as well as their provision of supports. Participants were 172 elementary, middle, and high school teachers from a Northeastern school district who responded to two vignettes—one describing a female student with internalizing and one describing a male student with externalizing symptoms. Vignettes were randomized to be moderate or severe. Teachers rated concern for students and their likelihood of providing a series of responses and supports. Results indicated that teachers were more concerned about severe than moderate vignettes, and were more concerned about females with internalizing than males with externalizing symptoms. Middle school teachers rated vignettes as more concerning than elementary teachers, particularly the male externalizing vignette. Elementary teachers indicated that they would provide more classroom-based emotional/behavioral supports and specialty supports than middle and high school teachers; however, high school teachers more often indicated that they would reduce expectations and provide a referral for students. Implications and future research directions for work with teachers on identifying and supporting students are discussed.