Date of Award
Summer 2025
Document Type
Thesis
Degree Name
Master of Education (MEd)
Department
Transformative Education and Social Change
Committee Chairperson
John Elmore, Ph.D.
Committee Member
Jason Wozniak, Ph.D.
Committee Member
Dana Morrison, Ph.D.
Abstract
Adolescents across the United States are struggling with their mental health in record numbers, often without access to adequate support. This paper examines the role of schools as critical access points for all students to receive mental health interventions. I propose the implementation of a school-wide, student-led mental health program that every student participates in during homeroom, with the additional support of a dedicated mental health space. Grounded in the principles of Youth Participatory Action Research (YPAR), the program is designed by students, for students, with the goal of fostering student leadership skills. Unlike existing programs that will be explored in Chapter 3, this program includes every student as an active participant while emphasizing student leadership and ideas. In an ideal world, every student would have equitable access to the mental health supports they need, regardless of their background or circumstances. This program seeks to bridge the gap by establishing a universal baseline level of support and skills for every student, while also paving the way for more intensive supports for students with greater needs.
Recommended Citation
Nattrass, Jordyn, "From Hallways to Healing: Reconceptualizing Schools as Access Points for Adolescent Mental Health by Fostering Student Agency and Supportive Spaces" (2025). West Chester University Master’s Theses. 354.
https://digitalcommons.wcupa.edu/all_theses/354