Digital Repository Masters Projects Spring 2025 Education to Support Adolescent Mental Health Jennifer Pearson Weber State University Follow this and additional works at: https://dc.weber.edu/collection/ATDSON Pearson, J. 2025. Education to Support Adolescent Mental Health. Weber State University Masters Projects. https://dc.weber.edu/collection/ATDSON This Project is brought to you for free and open access by the Weber State University Archives Digital Repository. For more information, please contact scua@weber.edu. WSU REPOSITORY MSN/DNP Education to Support Adolescent Mental Health Project Title by Jennifer Pearson Student’s Name A project submitted in partial fulfillment of the requirements for the degree of MASTERS OF NURSING Annie Taylor Dee School of Nursing Dumke College of Health Professions WEBER STATE UNIVERSITY April 20, 2025 Ogden, UT Date Jennifer Pearson, MSN, RN April 20, 2025 Student Name, Credentials (electronic signature) Date 4/24/2025 MSN Project Faculty (electronic signature) Date 4/24/2025 (electronic signature) DNP, N, CNE MSN Program Director Note: The program director must submit this form and paper. Date 1 Education to Support Adolescent Mental Health Jennifer Pearson, BSN, RN, MSN Student Annie Taylor Dee School of Nursing Weber State University MSN Project 2 Abstract Purposes/Aims: The purpose of this project is to develop and implement an educational workshop for secondary educators to equip them with the knowledge, skills, and confidence to recognize, intervene, and support adolescents with mental health concerns, including depression, anxiety, and suicidal ideation. Rationale/Background: Adolescent mental health issues are increasing, with nearly 20% of youth experiencing emotional or behavioral conditions. Secondary educators interact with students daily, positioning them to recognize early warning signs as well as risk and protective factors. However, many secondary educators report a lack of knowledge, confidence, and resources to address these concerns. Research supported educator training programs are necessary to effectively support educators in improving student mental health outcomes. Methods: This project utilized Kotter’s model of change as a framework for implementation. A structured workshop was created, including training on adolescent mental health risk and protective factors, classroom interventions, and resources available. Pre- and post-assessment surveys measure educators’ knowledge and confidence to intervene. Ethical considerations include voluntary participation, confidentiality, and adherence to FERPA privacy guidelines. Results: The workshop is anticipated to increase educators’ knowledge and understanding of adolescent mental health conditions, risk factors, and protective factors and improve awareness of available resources and intervention strategies. Conclusions: This MSN project highlights the need for ongoing mental health training for educators. Steps to improve this program include professional development, interdisciplinary collaboration, and continued assessment of student mental health and well-being. Keywords: adolescent mental health, education, depression, anxiety, suicidal ideation. 3 Education to Support Adolescent Mental Health Adolescent mental health concerns, including depression, anxiety, and suicidal ideation, affect a substantial portion of youth, with profound implications for overall well-being and development (Fitzpatrick et al., 2023). In the United States, almost 20% of youth ages 3-17 have a mental, emotional, developmental, or behavioral concern. Additionally, it is reported that approximately 40% of high school adolescents have an increased risk of suicidal ideation (NIH, 2022). Depression, anxiety, and suicidal ideation during adolescence can also be associated with decreased academic performance, social interactions, and quality of life (Fitzpatrick et al., 2023). Helping adolescents navigate and identify these mental health risk factors and counteract them with positive interventions known as protective factors, such as goal orientation, selfconfidence, social competence, support, and increased family cohesion, can reduce negative mental health symptoms (Askeland et al., 2020). Junior high and high school educators interact with adolescent students five days a week and almost six hours each day (Hoover & Bostic, 2020), which places the educators in a perfect position to witness adolescent mental health concerns and potentially recognize depressive symptoms among students (Parker et al., 2021). However, many educators do not feel confident enough to address concerns or lack the appropriate education or resources to respond (Parker et al., 2021). When secondary school educators are given the appropriate resources and education, adolescents can receive the attention and support they need to be successful. Statement of Problem With the increase in adolescent mental health concerns, secondary school educators find themselves in a situation to take greater responsibility for their students’ well-being (Parker et al., 2021). According to Sanchez et al. (2021), many educators need proper education, training, 4 skills, or resources to meet their students' needs. Other educators in the same position shared that they lacked the confidence to intervene or implement evidence-based mental health practices (Parker et al., 2021). Therefore, this Master of Science in Nursing (MSN) project aims to explore methods to support secondary school educators with tools and resources to help them recognize and support adolescent mental health concerns. With a greater understanding of the issues, education and resources can be developed for educators to effectively support the adolescents they interact with. Significance of the Project Mental health concerns in adolescents can include mental health conditions, emotional well-being, and many behavioral aspects (CDC, 2024). The overreaching concern of this MSN project involves adolescent mental health issues related to depression, anxiety, and suicidal ideation. The World Health Organization (WHO, 2024) states that one in seven youth, ages 1019, “experiences a mental health disorder" (para.1), and the majority of these disorders are unrecognized and untreated. Even though research has demonstrated the importance of educator programs to address adolescent mental health, additional training and education are necessary. It is essential to explore how to improve secondary educators’ knowledge of mental health issues, risks, and protective factors and increase their confidence to intervene when needed. (Parker et al., 2021) Research demonstrated the importance of educators recognizing risk factors that include gender, family history, physical illnesses, and bullying (Wahid et al., 2020). According to Magson et al. (2021), certain risk factors such as age, gender, screen time, family concerns, and social interactions may also contribute to adolescent mental health. In addition, negative risk factors and positive protective factors can impact how youth deal with their stresses, interact 5 with others, and make decisions (CDC, 2024). Furthermore, the more risk factors that adolescents have and are associated with, increased concerns regarding their mental health (WHO, 2021). Many interventions have historically been in place to assist educators in helping adolescents with depression, anxiety, and even suicidal ideation. However, educators are often unsure of the effects of these mental health conditions and may feel inadequate about implementing such interventions (Tullius et al., 2023). When educators do not feel they have the education, resources, or confidence to handle certain situations, complications may arise among the youth they work with. Exploring these barriers and providing effective education will improve educators’ confidence to intervene and support adolescents struggling with mental health concerns. Review of the Literature A review of the literature regarding adolescent mental health revealed many factors that contributed, including risk factors, protective factors, and educators' education regarding these concerns. The literature suggested that available resources and interventions can be solutions to improving adolescent health and well-being (Sanchez et al., 2021). This information helps substantiate this MSN project's potential to improve physical, mental, and emotional health by providing education and training to secondary educators. The literature reviewed also demonstrated ways to reduce adolescent mental health risk factors, increase protective factors, and create evidence-based education for secondary educators, administration, and school counselors (Parker et al., 2021; Tullius et al., 2023; Hoover & Bostic, 2020). 6 Framework The framework change model used in this MSN project is the Kotter 8-step change model (Kotter, 2022). This model aligns with the project to implement evidence-based practices among secondary educators by giving eight steps for long-term change. The eight steps found in the Kotter model include creating urgency regarding the need for change, gathering a team of individuals, presenting a vision for the change, involving others and the community, assessing concerns that may arise, celebrating short-term wins, accelerating the process to produce more change, then finally when the change has been implemented, making sure the changes will be maintained long term (Kotter, 2022). Kotter's change model was chosen to guide this MSN project because it provides a framework to help educators build confidence and knowledge and the ability to implement necessary changes to reduce risk factors and increase protective factors of adolescent mental health concerns. Kotter’s eight steps align with the steps of this MSN project in the following ways (Kotter, 2022): (1) Establish a sense of urgency; Adolescent mental health, including depression and anxiety, has become a growing concern worldwide, and it is timely that these topics are being explored in this project (WHO, 2021). (2) Create a guiding coalition; This MSN project will create a group of individuals, including educators, local and district administrators, counselors, nurses, parents, and volunteers, to participate and effect change in the adolescent group. (3) Develop a strategy and vision; This MSN project will present a vision to the coalition regarding adolescent mental health and demonstrate the crucial time during adolescence that physically, mentally, and emotionally adolescents develop and prepare adolescents for lifelong health and well-being (NIH, 2022). (4) Communicate the change vision; During this MSN project, focus will be placed on communication and collaboration with the coalition to explore 7 the strengths and concerns of the current programs. Additionally, discussions will be held regarding improvement strategies for long-term student outcomes. (5) Empower employees for broad-based action; Many barriers may arise during this project, but it is necessary to continually educate the coalition to increase understanding of the available resources despite the different roles among adolescents (Benton et al., 2021). (6) Create short-term wins; Momentum may fluctuate during this MSN project, so it is necessary to celebrate minor improvements during change (Kang et al., 2022). (7) Consolidate gains and produce more change; As this MSN project’s vision progresses, individuals may lose focus, and it may be necessary to consolidate the short-term wins to continually encourage the coalition’s involvement (Kang et al., 2022). (8) Anchor new approaches in the culture; When desired outcomes and positive results have been demonstrated through this MSN project, it will be necessary for the change to become routine among the coalition. Strengths and Limitations Using Kotter’s change model in education and healthcare has strengths and limitations. It is a simple and easy-to-use framework with guided steps. Initially, it is essential to help people understand the need for change, and Kotter's model does so. Next, it is beneficial to create a change by laying out the information and giving a strategic plan for implementation (Kang et al., 2022). There will be concerns with any change, and Kotter's theory addresses this by removing any obstacles through communication and negotiation. Lastly, Kotter’s model has strengths in creating lasting changes that become routine through education, skills, implementation, and ongoing available resources (Kang et al., 2022). Kotter’s change model is a strength as it suggests that certain conditions need to be addressed when creating change, including “education & communication, participation & involvement, facilitation & support, negotiations & 8 agreement, manipulation & cooptation, and explicit & implicit coercion” (McGonigle & Mastrian, 2025, p.284). A limitation of this model is that individuals are resistant to change and may refuse the vision presented, so it is essential to increase understanding regarding the change, which can be a slow process, evolving over time and needs continual support from various sources (McGonigle & Mastrian, 2025). Additionally, adolescents are faced with many challenges that impact their mental health, and many of these concerns will not be able to be addressed during this MSN project or through the school network. Individuals may need to see their primary care physician or a mental health professional (NIH, 2022). Analysis of Literature Analyzing the literature on adolescent mental health is complex and continually evolving. Current research highlighted risk factors, protective factors, and interventions such as cognitivebehavioral therapy and school-based programs to mitigate the symptoms and improve emotional resilience (Askeland et al., 2020). This literature review aims to understand current literature regarding adolescent mental health education, processes, and interventions for secondary educators who interact with adolescents regularly. The PICOT question for this MSN Project is used to drive the literature search strategies: Do educators who participate in an educational course on adolescent mental health feel more confident intervening than those who have not taken the course? Search Strategies A systematic literature search was conducted using databases to identify current evidence using Weber State University’s Stewart Library’s OneSearch, ProQuest, ScienceDirect, and Google Scholar. The literature review included publications limited to articles between 2019 and 9 2024. The search included the following keywords: adolescent mental health, depression, anxiety, suicidal ideation, risk factors, protective factors, extracurricular activities, secondary educators, and educator training. Various Boolean combinations were created with the abovementioned keywords to create a broad search. Synthesis of the Literature The common themes found in the literature for this MSN project included 1) current adolescent mental health concerns (Askeland et al., 2021; Ati et al., 2021; Benton et al., 2021; Fitzpatrick et al., 2023; Marraccini et al., 2022; Wahid et al., 2021), 2) mental health risk factors (Berger et al., 2020; Fitzpatrick et al., 2023; Henry et al., 2019; Magson et al., 2020; Marraccini et al., 2022; Oberle et al., 2020; Wahid et al., 2021), 3) mental health protective factors (Askeland et al., 2020; Fitzpatrick et al., 2023; Henry et al., 2019; Marraccini et al., 2022; Oberle et al., 2020; Wahid et al., 2021; Wang et al., 2024), and 4) education for adolescent mental health interventions (Hoover & Bostic, 2020; Parker et al., 2021; Sanchez et al., 2021; Tullius et al., 2023). First Theme: Adolescent Mental Health Concerns: Current literature showed a common theme that during adolescence, individuals experience significant developmental changes, making them particularly vulnerable to mental health disorders (Askeland et al., 2020; Ati et al., 2021; Fitzpatrick et al., 2023; Marraccini et al., 2022; Wahid et al., 2021). Depression can present with chronic sadness, loss of interest in previously enjoyed activities, and a variety of physical and mental symptoms (Wahid et al., 2021). If these symptoms continue, they can affect the individual’s ability to function and thrive (Oberle et al., 2020). Depressive symptoms may start as early as 4-6 years old and are about 50% more likely in girls than boys during adolescence. Studies showed that this gender difference 10 continues into adulthood and may progress into psychological disorders later in life, contributing to an increase in negative experiences (Askeland et al., 2020). Anxiety can present as excessive worry, fear, and physical symptoms like restlessness or tension (Breton et al., 2021). Suicidal ideation, or thoughts of self-harm or suicidality (Wahid et al., 2021), is a severe presentation of emotional distress. The combination of depression, anxiety, and suicidal ideation presents a complex challenge for adolescents, compounding the problem and decreasing mental health (NIH, 2022). Adolescents demonstrating mental health symptoms, including depression, anxiety, and suicidal ideation, can lead to individuals taking up unhealthy habits to self-medicate, such as smoking and alcohol or drug use (Fitzpatrick et al., 2023). Depression and anxiety can lead to increased suicide rates, which have increased dramatically over the past ten years (Fitzpatrick et al., 2023). According to Marraccini et al. (2022), death by suicide in all ethnicities and backgrounds has the highest suicide rates among ages 5-18. Research showed that suicidal ideation and actions are the third cause of death among youth in the world (Ati et al., 2021). Additionally, research demonstrated that these behaviors could be prevented with protective interventions and recognizing risk factors (Ati et al., 2021). Addressing Adolescent mental health requires an understanding of these issues and effective strategies for prevention, early intervention, and support. Recognizing the risk factors and symptoms and treating these conditions early is essential, as is promoting protective factors for improved health outcomes (NIH, 2022; Parker et al., 2021; Wahid et al., 2021). 11 Second Theme: Risk Factors Mental health risk factors in adolescents are very diverse and have many dimensions, including genetic, psychological, social, and environmental (Wahid et al., 2021). Genetically, a family history of mental health disorders can predispose adolescents to similar challenges (Wahid et al., 2021). According to Henry et al. (2019), in adolescents with depressed mothers, these youth present with higher levels of stress due to disengaged or impaired parents. Furthermore, the research showed that the risk of mental health concerns during development into adolescence is significant (Henry et al., 2019). In addition, being exposed to chronic stress may contribute to symptoms of anxiety and depression (Henry et al., 2019). Psychological risk factors that adolescents can experience include cognitive changes, negative self-talk, low self-esteem, emotional distress, dysregulation, and lack of coping skills. Additionally, experiencing trauma or neglect can exacerbate vulnerability and underlying mental health problems that contribute to risk factors (Wahid et al., 2021). Social factors can play a crucial role in adolescent well-being; some negative social factors include experiences of bullying and negative peer pressure. Benton et al. (2021) showed that many adolescents experienced emotional difficulties with increased depression and anxiety during the COVID-19 pandemic, isolating individuals from their peers. According to Magson et al. (2020), adolescents felt socially isolated during the pandemic, which increased psychological symptoms and contributed to more conflicts in the home with their parents. Additionally, during periods of isolation, girls spent more time on social media sites, while boys spent more time playing video games or viewing adult websites, contributing to depressive symptoms (Fitzpatrick et al., 2023). Oberle et al. (2020) stated that adolescents who used screen time for long periods were more likely to experience depressive symptoms and suicidal ideation. 12 Environmental stressors contributed to and compounded adolescent mental health risk factors and included socioeconomic disadvantage, exposure to trauma, and inadequate mental health resources (Marraccini et al., 2022; Wang et al., 2024). Environmental risk factors can create a complex network influencing adolescent mental health and well-being (Wahid et al., 2021). Exploring these various risk factors is essential when developing interventions that can help mitigate the impact and support healthier teenage development. Third Theme: Protective Factors Mental health concerns are abundant in adolescents, but there are a variety of resources and interventions available to reduce these risks. Protective factors can be classified into four categories: individual characteristics, support systems, community factors, and personal coping mechanisms (Askeland et al., 2020). Protective attributes include traits that can help individuals cope with stress, such as increased self-esteem and resilience. Askeland et al. (2020) continued by discussing the importance of setting goals, improving self-confidence, and increasing social skills as protective factors, especially for individuals who experience high-stress levels and adverse events. Family and social support is a primary protective factor in encouraging adolescents during difficult times. Involved parents are a beneficial resource for youth who experience highstress levels at school or among peers (Henry et al., 2019). Additional research demonstrated that improved social skills with friends and mentors were positively associated with increased academic success and personal wellness and improved individual responsibility and behavior traits (Wang et al., 2024). Positive protective factors showed that adolescents were less likely to participate in bullying or use alcohol and drugs (Wang et al., 2024). 13 Community and environmental factors are also associated with positive and supportive environments. Adolescents participating in community or extracurricular activities such as art programs or sports are less likely to spend excess time viewing screens (Oberle et al., 2020). Adolescents participating in extracurricular activities spend less time watching videos, playing video games, and surfing the internet (Oberle et al., 2020). Increased screen time has been shown to contribute to depression and anxiety symptoms (Oberle et al., 2020). In contrast, increased time during in-person activities improved health by connecting adolescents to other students and adult leaders, which creates a positive use of their time, increasing optimism and life satisfaction (Oberle et al., 2020). The development of positive interpersonal relationships can allow adolescents to understand their passions and hobbies and define their sense of independence. Positive interactions can also help adolescents learn and grow into the individuals they decide to be. (Berger et al., 2020). Adolescents who participate in extracurricular activities improve peer relations and interactions with school educators, which can also develop socioemotional skills in other relationships (Berger et al., 2020). Additionally, studies showed that increased social and emotional skills helped students cope in emergencies, calm negative emotions, and helped them seek adult support (Wang et al., 2024). Fourth Theme: Adolescent Mental Health Education Many adolescents do not understand the signs and symptoms associated with mental health, and they do not know who to go to when they need help (Parker et al., 2021). In addition, secondary educators have reported that they do not understand their students’ mental health concerns and do not have the resources or confidence to intervene when necessary (Parker et al., 2021). As adolescent mental health concerns increase, educators require support to understand and identify signs and symptoms along with implementing and assessing student outcomes 14 (Tullius et al., 2023). Furthermore, the school has become a place for students to grow and learn physically, mentally, emotionally, socially, and behaviorally, which creates an opportunity for educators to recognize and address mental health issues (Sanchez et al., 2021). Educators must learn to identify and help reduce mental health risk factors, increase mental health protective factors, and implement evidence-based interventions (Sanchez et al., 2021). In the face of growing mental health issues, educators also feel an increased responsibility to care for students’ mental health, which increases their workload and stress level and affects their personal mental and emotional health. The increased workload with the added stress demonstrates the need for increased training and education for secondary educators to improve student outcomes (Parker et al., 2021). Additionally, as secondary schools are tasked with more responsibility for adolescent mental health, increased training, education, and resources are needed for educators (Sanchez et al., 2021). Increased adolescent mental health training and education can benefit teachers, social workers, counselors, and administrators working closely with adolescents (Sanchez et al., 2021). The increased focus on improving skills and confidence can also be applied in various settings, including individualized plans for specific students, group settings, or throughout the school for overall improvements in mental health outcomes (Sanchez et al., 2021). Utilizing resources and improving the availability of coping mechanisms for adolescents with mental health symptoms can be an adequate tool for stress management. Schools, teachers, and counselors that have been given resources can benefit adolescents by creating a safe and welcoming environment (Marraccini et al., 2022). In this safe environment, students are more prone to turn to mentors and role models for support in bullying, connections, grades, and inschool and out-of-school activities (Marraccini et al., 2022). Research showed that collaboration 15 with psychiatry and pediatricians may also be necessary for increasing assessments, interventions, and resources available to adolescents and families (Benton et al., 2021). Research demonstrated that educators who receive mental health training have an increased understanding of the needs of adolescents and have improved attitudes toward monitoring their students’ mental health needs (Hoover & Bostic, 2020). Sanchez et al. (2021) discussed the benefits of educators participating in programs for adolescent mental health when information was given to increase educator confidence and provide the necessary resources to help students. Furthermore, educators who participated in programs to help students with depression and anxiety reported increased knowledge and confidence related to adolescent mental health interventions (Anderson et al., 2019). Mental health education courses for educators showed improved understanding, behaviors, and confidence to intervene, but further research is necessary to understand and improve the effectiveness of these literacy programs (Yamaguchi et al., 2019). Additionally, some educators emphasized the importance of adolescent mental health education programs but would encourage increased focus on interactive training and information on adapting the programs for individual concerns (Shelemy et al., 2019). Collaboration with teachers and the mental health system must address “mental health promotion, prevention, early intervention, and treatment, improved academic and psychosocial functioning and reduced risk of poor outcomes including mental illness” (Hoover & Bostic, 2020, para. 2). Summary of Literature Review Findings and Application to the Project Adolescent mental health evidence showed the interplay between understanding risk and protective factors and necessary secondary educator interventions in improving student outcomes (Parker et al., 2021; Sanchez et al., 2021; Tullius et al., 2023). Risk factors such as genetics, 16 adverse environments, and increased isolation and screen time contribute to the onset and progression of mental health issues like depression, anxiety, and suicidal ideation (Wahid et al., 2021). Conversely, protective factors such as support systems, positive family dynamics, effective coping strategies, and participation in extracurricular activities can buffer these risks (Henry et al., 2019). When secondary educators have access to mental health resources and interventions, they can then play a pivotal role in managing and mitigating student mental health risks (NIH, 2022). Marraccini et al. (2022) expressed the importance of school, family, and community collaboration related to risk and protective factors that must be addressed with the adolescent population. Strengthening adolescent relationships with educators, other adults, and peers can create a sense of trust and safety, reducing the symptoms of mental health disorders and increasing suicide prevention (Marraccini et al., 2022). Mental health education and resilience training can help with early identification and interventions for students coping in a supportive environment (Askeland et al., 2020). Addressing adolescent mental health issues requires a multi-faceted approach that includes early identification of at-risk adolescents, promotion of protective factors, and implementation of educator training and evidence-based interventions focused on individual adolescent needs. Educators understanding adolescent mental health and conducting peer support groups by providing available resources demonstrated improved adolescent lifestyle changes that helped enhance resilience and promote healthier outcomes (Askeland et al., 2020). By implementing the information in this literature review into practice, secondary school educators provided with tools and resources can better support adolescents in navigating their mental health challenges and improve their overall well-being. 17 Project Plan and Implementation This MSN project highlights the PICOT question: Do educators who participate in an educational course on adolescent mental health feel more confident intervening than those who have not taken the course? Additionally, the project aims to develop a program to support secondary educators in addressing adolescent mental health concerns such as depression, anxiety, and suicidal ideation. The project utilizes the eight steps of Kotter’s Change Model, including: (1) establish a sense of urgency, (2) create a guiding coalition, (3) develop a strategy and vision, (4) communicate the change vision, (5) empower individuals for broad-based action, (6) create short term wins, (7) consolidate gains and produce more change, and (8) anchor new approaches in culture. Kotter’s change model provides a foundation for this project as it describes how secondary school educators will implement and assess the program. Additionally, this section discusses the interdisciplinary team and the roles that will ensure the project succeeds through teamwork and collaboration to benefit student outcomes. Plan and Implementation Process The MSN Project plan consists of three main phases: preparing, executing, and evaluating. These phases are designed to provide secondary educators with the information, skills, and resources needed to address adolescent mental health concerns appropriately. The implementation phases of the project align with Kotter’s Change Model to ensure progress can be maintained and continued. Preparation Before this MSN project can move forward, getting stakeholder involvement and approval will be important. The administration team will be sent details and information expressing the increased concerns related to adolescent mental health and the need for educator 18 education, resources, and collaborative support. Then, a meeting with the stakeholders will be necessary to discuss concerns, evidence-based practices, and needed resources. With stakeholder input, the MSN project must align with the school and district goals, policies, and procedures. After approval from the stakeholders, additional members will be added to this project to create the guiding coalition, including the MSN project lead, administrators, secondary educators, school counselors, school nurses, the students, their parents, and volunteers. The team will provide insight into the education curriculum and necessary resources. An initial training program presentation incorporating evidence-based practices for recognizing risk factors, promoting protective factors, and implementing interventions in the classroom and during extracurricular activities will be developed. When the stakeholders approve of this MSN project, a brochure will be delivered to the educators to inform them of the increased risk of adolescent mental health concerns, the outline of the upcoming workshop, and what they can expect to receive. Execution During the execution phase, the MSN project lead will present a half-day interactive workshop for educators focused on adolescent mental health topics, including recognizing the signs and symptoms of depression and anxiety, implementing strategies, and accessing available resources. During the beginning stages of the workshop, the presenter will assess the educators’ knowledge and needs with a pre-assessment survey. Resources will include a tool kit with quarterly teacher and student assessments, guides, classroom activities, and self-care strategies for educators and students. During the workshop, interactive activities, group discussions, brainstorming, and creating action plans for their classrooms will be included. 19 Evaluation: During the workshop, pre and post assessment surveys will be given to the educators for baseline and improvements in educators’ understanding of adolescent mental health concerns, the risk and protective factors of depression, anxiety, and suicidal ideation, and the educators’ overall confidence and attitudes to be able to intervene and implement the resources given. When the information from these assessment surveys has been gathered, the data will be evaluated to compare the pre- and post-assessment information. This data will be prepared into a document to present to the stakeholders and administrators to ensure the workshop’s effectiveness and that educators are more prepared and confident in assisting students with mental health concerns. Lastly, there will be a need for ongoing monitoring. The MSN project leader will collaborate with administrators and educators to evaluate the program’s impact on student mental health concerns. Educators will have information in their tool kit on assessing student signs, symptoms, risks, and protective factors regularly. Partway through the project, educators will report back to the MSN project lead additional needs, concerns, and level of confidence in helping students with depression, anxiety, or suicidal ideation. After analyzing the information and data, continual improvements with the guided coalition will be necessary to refine the training program, deliverables, and resources to ensure long-term effects and outcomes. Interdisciplinary Team The success of this project relies on communication and the collaboration of a guided coalition or interdisciplinary team dedicated to improving adolescent mental health outcomes. Each member is critical in implementing, sustaining, and enhancing this initiative. The MSN 20 project leader, administration, secondary educators, school counseling staff, school nurses, adolescent students, and their parents are involved in this project. Administration The administrators will be the initial source of approval for this project. They will support the logistics of this interdisciplinary team, adjust district policies, and allocate resources to ensure the program’s sustainability. Their primary role includes approving the initiative, securing funding, and integrating the educational framework into the schools. MSN Project Leader The project leader will oversee the preparation and planning of the project and ensure that it flows through each phase. This project leader will be responsible for communicating with the other team members, doing additional research, and creating the deliverables. The project leader will also present at the workshop and facilitate group discussions. The project leader will also gather data to evaluate the program and present the information to the stakeholders to further the program’s continuation and success. Educators As the primary recipients of the training program, educators can attend the workshops to learn skills in recognizing, assessing, and supporting students with mental health concerns. Additionally, educators will implement evidence-based strategies in their classrooms and during after-school extracurricular activities. These educators will also act as the first point of contact for students experiencing mental health challenges, providing early interventions and referrals to appropriate resources. The educators will take the pre and post assessment surveys that will contribute to the data and participate in program reviews to improve the curriculum and other deliverables. 21 School Counseling Staff School counselors will provide information based on their expertise and be a frontline resource for the in-class educators. They will support the training sessions by offering real-world insights and case studies. The counseling staff may also conduct student assessments and make referrals for community resources or to the healthcare team. School Nurses School Nurses are in an excellent position to be a resource to educators who interact with students daily. They can support educators with medical questions and information regarding signs and symptoms associated with adolescent mental health concerns and assist in referrals. Adolescent Students Secondary school students are the primary target of this MSN project and will be the focus of mental health assessments, risk and protective factors interventions, and outcome evaluation. Students will be able to work with their teachers and counselors to recognize their own risk and protective factors and to learn what routines and habits they may need to change to improve their overall health and well-being. Parents and Guardians Parents and guardians of students with high-risk and low-protective factors will be able to engage with their students to strengthen their ability to reinforce interventions and protective factors at home. Additionally, these caregivers can communicate with educators and receive the same resources to learn techniques to support their students’ emotional well-being and reinforce classroom interventions. 22 Healthcare Professionals Pediatricians, specialty providers, psychologists, and mental health specialists may contribute evidence-based information and insights and serve as consultation resources. Additionally, these healthcare professionals will provide expertise to improve the educational workshop course materials and serve as collaborative resources for complex student cases. This project ensures educators are well-prepared to support adolescent mental health by fostering a collaborative approach. Students will be given the opportunity to receive timely and appropriate interventions, and parents and healthcare providers can play an active role in sustaining positive outcomes. Communication and collaboration from the interdisciplinary team will be the foundation of this program’s success. Description and Development of Project Deliverables The success of this project depends on creating and distributing quality deliverables designed to educate and support secondary educators in addressing adolescent mental health concerns. This MSN project will be presented with six deliverables, including (1) a letter to the stakeholders, (2) a brochure for secondary educators informing them about the upcoming workshop, (3) pre- and post-course assessment surveys, (4) a course agenda, (5) a PowerPoint presentation regarding the importance of adolescent mental health, risk, and protective factors, and resources available to secondary educators, and (6) an educator tool kit including student assessments, student self-assessments, listed internal and external resources, information on how to use this tool kit, and a follow-up survey to ensure effectiveness and to continue the program. These deliverables will equip educators with knowledge, strategies, and resources to identify mental health challenges, implement evidence-based interventions, and foster a supportive 23 learning environment. The following sections will discuss these deliverables and the importance of secondary educators’ role in improving adolescent mental health outcomes. Letter to the Stakeholders The first deliverable in this project is a letter to the stakeholders (Appendix A). This letter serves as a formal request and will address the current concerns associated with adolescent mental health and the increased risks to the students in the district. The letter emphasizes the urgency of interventions associated with depression, anxiety, and suicidal ideation, along with educational gaps among secondary educators and the need for an interdisciplinary approach to increase knowledge to enhance student well-being. The letter is foundational in gaining backing and securing the necessary resources for implementation. Brochure for workshop A professionally designed brochure has been created to invite educators to attend the workshop. It emphasizes the importance of adolescent mental health training, the benefits of attending the educational workshop, and learning outcomes. Additionally, the brochure has a brief overview of the topics covered, along with tools and resources available to increase educators’ knowledge and confidence to make a difference in student well-being. Pre and Post Assessment Tool This assessment tool is a Likert-scale survey that measures educators’ knowledge and confidence before and after the workshop (Appendix C). It allows for data analysis of learning outcomes and helps to assess areas where continued support may be needed. Open-ended questions give additional insights into educators’ experiences and barriers to helping students affected by mental health concerns. 24 Course Agenda The agenda (Appendix D) outlines the training structure, ensuring a logical progression through key topics, including understanding adolescent mental health, identifying risk and protective factors, implementing evidence-based practices, utilizing school and community resources, and creating action plans for student support. The structured format ensures engagement, active learning, and meaningful discussions among participants. PowerPoint Presentation on Supporting Adolescent Mental Health: Seminar for Secondary Educators A visually engaging PowerPoint (Appendix E) presentation delivers core content integrating current statistics and research findings, real-world case studies that illustrate student mental health concerns, implementation strategies for secondary educators, and interactive discussion points to encourage collaboration and application. Educator Tool Kit To improve long-term outcomes, a tool kit (Appendix F) will be distributed, including a signs and symptoms checklist for mental health concerns, student assessments and student selfassessment surveys, classroom strategies, referral guides detailed with school-based internal and community-based external resources, self-care techniques for educators and students to manage stress, and instructions on how to report the effectiveness of the program to the project leader. Timeline This MSN project timeline (Appendix G) follows a structured outline to ensure effective planning, preparing, implementing, and evaluating. The process spans approximately six months, and including stakeholder approval, material development, workshop execution, and follow-up reporting to the project leader and stakeholders. 25 The first month of the project will focus on approval, preparation, and planning. The project lead will communicate with the stakeholders to obtain approval, finalize the project focus, and recruit the interdisciplinary team. During months two and three, the guided coalition will focus on material development and information to finalize the PowerPoint presentation, the outline, information in the tool kit, and follow-up information for the educators. The workshop will be presented in month four to present the materials, conduct the pre and post assessment surveys, and give educators the resource tool kit for implementation in their classrooms. After month five, the project lead will collect information and analyze the effectiveness of the educational workshop. At six months, the project lead will present the findings to the stakeholders and coalition, with recommendations for future training, ongoing support for educators, and sustainability. This project is designed to bridge the gap in mental health education among secondary educators by providing evidence-based training, practical resources, and structured assessments to improve student outcomes. The structured timeline ensures effective planning, execution, and sustainability, leading to long-term improvements in adolescent mental health awareness and intervention strategies. Project Evaluation Research is critical in the evaluation of all evidence-based practices. According to Melnyk and Fineout-Overholt (2023), project evaluation allows for continuous quality improvement by showing what is effective, what needs to be changed, and how to improve longterm outcomes. Evaluating the effectiveness of this MSN project is essential to determine its impact on secondary educators’ understanding, confidence, and ability to address adolescent mental health concerns. Using structured evaluation ensures that educator interventions are 26 based on evidence, can be measured, and will improve student outcomes. The project leader will collect, analyze, and present the information to the guided coalition for further research, improvements, and outcomes throughout the different phases. During the preparation phase of this project, stakeholders, educators, and other coalition members will give feedback through focus groups and interviews to know the current level of adolescent mental health and educator interventions. A pre-assessment survey (see Appendix C) will be conducted at the in-person workshop to assess the participants’ knowledge and confidence levels regarding adolescent mental health. This Likert-scale questionnaire is combined with open-ended questions to help identify specific concerns and perceived barriers before the training begins. This survey will give insights into educators’ experiences, allowing real-time adjustments to improve the training’s relevance and effectiveness. Engagement during the workshop with group activities, case studies, and discussions will assist in improving the educators’ experience. Following the workshop, a postassessment survey, identical to the pre-assessment survey, will be conducted to measure knowledge gains, attitude changes, and confidence levels. The results will be compared to the pre-training information to understand the program’s impact. Sanchez et al. (2021) indicated that educator training programs improve confidence intervention rates, and student mental health outcomes, but ongoing assessment is necessary to maintain effectiveness. To gauge the long-term effects of the program, educators will be able to regularly assess student mental health signs and symptoms associated with depression, anxiety, and suicidal ideation. Additionally, students will have regular check-ins and self-assessments to report to educators to help them understand their awareness, coping skills, and support systems. The regular check-ins and assessments will give educators further insights as students need additional 27 support, referrals, or interventions. Increased tracking of the results of these assessments will give qualitative results. By implementing pre- and post-assessment surveys, educator feedback, and student tracking, this project will demonstrate continual improvement and sustainability for secondary educators and students. The final evaluation phase will involve adjusting the program based on the previous information received. This information will be analyzed to identify strengths and areas for improvement. The results of this project will assess secondary educators’ education and confidence and measure adolescent students’ well-being. The data collected will ensure that educators receive the training and resources needed to support their students’ mental health while continuously improving the program for long-term success. Ethical Considerations This MSN project prioritizes ethical considerations, inclusivity, and participant wellbeing. The training materials are designed to be culturally appropriate and represent a diverse student population (McGonigle & Mastrian, 2025). Participation in the training and assessments will be entirely voluntary, with educators allowed to withdraw at any time without consequences. No participant will be pressured to complete surveys, engage in discussions, or implement strategies beyond their comfort level. Additionally, students involved in the project will not be required to disclose personal health information. Those who do not want to participate in assessments or self-assessments will have alternative ways to communicate with educators regarding mental health. Protecting privacy will also be an ethical consideration during this project. All data from the pre- and post-assessment surveys, student assessments, and self-assessments will remain anonymous. Information collected from the educators regarding individual students and 28 responses will be protected by educational Family Educational Rights and Privacy Act (FERPA) laws, and personal identifiers will not be used. Findings will be reported with information that will be quantified based on age or grade and gender, ensuring that individual responses remain confidential while demonstrating overall program effectiveness. Finally, attention will be given to the well-being of educators and students involved in the program. Protecting both educators and student well-being is paramount. Secondary educators are impacted by additional stress when supporting students in crisis, so this project also incorporates self-care strategies to help both educators and students manage their own mental health. School counselors, nurses, and mental health professionals will be available to support any participant experiencing distress during the workshop or discussions. This project aims to create a sustainable, respectful, and effective approach to adolescent mental health education in secondary schools. It will ensure that all participants feel valued and supported and create an educational culture that prioritizes mental well-being for students and educators. The program also emphasizes that educators should not act as mental health professionals but instead refer students to appropriate services. By maintaining a respectful and confidential approach, this project ensures ethical responsibility and adherence to professional standards (Hoover & Bostic, 2020). Discussion The findings in this MSN project demonstrate the importance of providing secondary educators with training and resources to address adolescent mental health challenges effectively (Hoover & Bostic, 2020; Parker et al., 2021; Sanchez et al., 2021; Tullius et al., 2023). This project will improve intervention efforts and overall well-being by closing the education gap related to adolescent mental health and educators’ confidence. This discussion section presents 29 the dissemination strategies, significance, implications, and recommendations related to the project. Evidence-based Solutions for Dissemination After implementation, the project findings will be disseminated to ensure that the training program results reach broader nursing and educational audiences to maximize the impact. Data will be gathered and analyzed from the pre- and post-assessment surveys, educator feedback, and student tracking. The information related to educators’ mental health education, confidence levels, and adolescent mental health outcomes will be distributed to the stakeholders, administrators, educators, and coalition members with a PowerPoint presentation. This meeting will also include time for an open discussion to evaluate the project’s effectiveness, necessary changes, and potential for continuation. Finally, the project leader will present this MSN project results and information using a poster summarizing key findings, impact on educators, and student outcomes to Weber State University Annie Taylor Dee School of Nursing faculty and peers. Significance to Advanced Nursing Practice This project has significant implications for nursing practice, particularly in mental health, school nursing, and community health. Nurses are critical in advocating for mental health education, early interventions, and interdisciplinary collaboration in school settings; this project extends beyond the clinical setting and into the educational system by training secondary educators to recognize, support, and refer students experiencing mental health challenges (Hoover & Bostic, 2020). One of the primary impacts of this project is connecting educators to appropriate mental health education and resources to improve student mental health outcomes. Research has shown 30 that many secondary educators feel unprepared to recognize or intervene with student mental health concerns, often due to limited training and available resources (Sanchez et al., 2021). Providing an evidence-based program can empower educators and enhance the role of school counselors and nurses in promoting adolescent mental well-being. Additionally, this project follows the CDC’s Whole School, Whole Community, Whole Child model, which advocates for student well-being (CDC, 2024). School counselors and nurses are well-positioned to support mental health initiatives, can be a resource to educators, and advocate for policies and procedures that benefit student outcomes. Implementing mental health training in schools strengthens interdisciplinary collaboration, improves student support, and benefits nursing focus on preventative care and adolescent wellbeing (McGonigle & Mastrian, 2025). Implications This MSN project includes strengths and potential limitations of integrating mental health education into secondary schools. One of the greatest strengths is that educators gain confidence and understanding in identifying and addressing student mental health concerns. Research demonstrated that teachers-supported mental health programs improve student outcomes through early identification and reduced crises (Sanchez et al., 2021). Additionally, this project encourages collaboration between educators, counselors, school nurses, students, parents, and mental health professionals, which strengthens student support (Hoover & Bostic, 2020). Despite these strengths, limitations do exist. Educators may resist new responsibilities or feel unequipped to perform mental health-related roles (Parker et al., 2021). Training must emphasize that educators are there to offer initial support to students and direct them to qualified resources. Another challenge of this MSN project may be time constraints for training due to 31 busy educator schedules. Time constraints can be addressed by having multiple workshop times or having the option to join virtually. Finally, long-term implementation must be considered, as educators may need ongoing support for student engagement and assessing outcomes. The deliverables, including the Adolescent Mental Health Tool Kit, will also be given to educators to provide assessment tools, a quick guide for mental health signs and symptoms, classroom strategies, a referral pathway, and ways for self-care. Additionally, creating a program for training educators to facilitate workshops for other educators and new staff can ensure the program continues for long-term results. Recommendations Several recommendations can further enhance this project’s impact on adolescent mental health outcomes. Expanding the educational training and workshops to all school staff, including administrators, coaches, and teacher aids, can create a whole-school approach, improving adolescent mental health awareness. Follow-up assessments with educators should be done periodically to assess ongoing confidence and identify improvement areas. Additionally, integrating mental health education into pre-hiring requirements and certification programs would provide educators with foundational mental health training before they take on the role in a secondary classroom. Long-term studies should also evaluate the program’s effect on secondary educators and adolescent students. Further research could also assess mental health concerns across different student age groups, including kindergarten through grade 12. While this MSN project focuses on secondary educators, studies with depression, anxiety, and suicidal ideation in younger students may help determine if these educators would benefit from similar training. Furthermore, research could 32 explore additional tools and resources for educators and younger students impacted by mental health concerns. Conclusions This MSN project successfully addresses adolescent mental health education gaps by equipping secondary educators with knowledge, confidence, and resources to support students. This literature review reinforced that early interventions, increased awareness, and support systems can significantly improve student mental health well-being. The findings show that when educators receive training, they feel more confident intervening and referring students to appropriate resources (Sanchez et al., 2021). This project serves as a framework for integrating mental health education into professional development, with the potential to expand into all aspects of the school, including other schools and districts. By implementing this program, secondary educators will be better prepared to recognize signs and symptoms, create a supportive classroom environment, and collaborate with others to improve student outcomes. 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Early Intervention in Psychiatry, 14(1), 14-25. https://doi.org/10.1111/eip.12793 37 Appendix A Letter to Stakeholders 38 39 40 Appendix B Brochure for Workshop 41 Appendix C 42 43 Appendix D Course Agenda 44 Appendix E PowerPoint Presentation 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 Appendix F Educator Tool Kit 69 70 71 72 Educator survey to follow up with the Project leader at 5-6 months 73 74 Appendix G MSN Project Timeline