Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

“I’m not Prepared”: Experiences of Professionals Working with Students with Disabilities and Co-occurring Mental Health Disorders

  • Megan Fujita, Ph.D., MSW (Author) George Mason University image/svg+xml
    Megan Fujita, Ph.D., MSW received her doctorate in education policy from George Mason University and her Master’s in Social Work from the University of Michigan. Her professional interests include postsecondary decision-making and supports among college students with disabilities. She has several years’ experience as a higher education administrator and social worker, and currently holds a faculty affiliate appointment at George Mason University’s College of Education and Human Development.
  • Grace L. Francis, Ph.D. (Author) George Mason University
    Grace L. Francis, Ph.D. is an associate professor of special education at George Mason University. Her research interests include family-professional partnership policies and practices that result in a high quality of life for individuals with significant support needs and their families and transition to adulthood.
  • Jodi Duke, Ed.D. (Author) George Mason University
    Jodi Duke, Ed.D. is an Associate Professor of Special Education in the College of Education and Human Development in the School of Education at George Mason University and serves as the Academic Program Coordinator for the Autism Spectrum Disorders Graduate Program. In these roles she teaches graduate level courses in Special Education and Autism, mentors doctoral students and coordinates the online Autism Spectrum Disorders graduate program. Her research interests include transition, supports and services for college students with Autism Spectrum Disorder including mental health supports.
DOI
https://doi.org/10.64546/jaasep.488
Abstract
Despite policies providing resources to students with disabilities (SWD), high school and college SWD are diagnosed with co-occurring mental health disorders (D/MH) at higher rates than their peers without disabilities. As these adolescents transition into young adulthood, education professionals become increasingly important in providing support and resources. As such, the purpose of this study was to examine high school and higher education professionals’ perceptions related to factors exacerbating mental health among students with D/MH and barriers in supporting students with D/MH. Using a basic interpretive approach, researchers analyzed data from interviews and focus groups. Participants identified (a) missed diagnosis and unmet needs, (b) academic and social pressure, and (c) high school transition as factors exacerbating student mental health needs. They identified (a) professional tension, (b) limited training and professional development, and (c) structural barriers in schools as barriers limiting ability to support students with D/MH. Implications for practice and future research are discussed.
Keywords
Academic Achievement, Barriers, Clinical Diagnosis, College Students, Colleges, Comorbidity
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How to Cite
Fujita, M., Francis, G. L., & Duke, J. (2022). “I’m not Prepared”: Experiences of Professionals Working with Students with Disabilities and Co-occurring Mental Health Disorders. Journal of the American Academy of Special Education Professionals, 17(2), 26-44. https://doi.org/10.64546/jaasep.488

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  • Submitted May 16, 2022
  • Published June 15, 2022
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