SC Connecticut News

A new podcast series aimed at classroom teachers has been launched by the American Psychological Association (APA) Coalition for Psychology in Schools & Education (CPSE). The series is hosted by Amanda Dettmer, a research scientist at the Yale Child Study Center. It is based on "Mental Health Primers," which Dettmer and other mental health professionals have developed since 2017.

"We created one-page primers for K-12 educators on a variety of topics related to mental and behavioral health," said Dettmer. She explained that over the past year, she conducted interviews with experts who contributed to the primers. "The podcasts are the audio versions of the printed materials, but in a more engaging, conversation-style format."

The purpose of these primers, both in print and audio form, is to assist teachers in identifying behaviors indicative of mental health issues within classrooms. This will help direct students to appropriate resources.

Dettmer expressed pride in the series: "I’m really proud of this series because it reflects several years of work, leading a group of diverse psychologists in developing Mental Health Primers for teachers." She emphasized that teachers play a crucial role as they often observe behaviors signaling students may need psychological support. The primers aim to provide guidance on how to respond if such behaviors are identified. "Ultimately, the goal is to support teachers in creating and maintaining a psychologically safe space that will maximize engagement and learning," she added.

The podcast covers various topics including race-based hate, stress, sadness, low self-esteem, inattention, bullying, gender identity exploration among others. These resources are available for reading or listening on demand via the APA website.

According to the APA website: “These primers provide information for classroom teachers to help them identify behaviors in the classroom that are symptomatic of mental health and other psychological issues... The intent is not for teachers themselves to treat students but for teachers to recognize behaviors and provide tangible resources for the students as needed.”