Music Educators' Preparedness to Support Student Mental Health

Date of Award

8-15-2026

Degree Name

Ed.S. in School Psychology

Department

Department of Counselor Education & Human Services

Advisor/Chair

Laura Miller

Abstract

Previous research has examined teacher preparedness to support student mental health; however, few studies specifically focus on music educators. The extent to which music educators participate in professional development sessions focused on student mental health and are aware of the policies, procedures, and resources at their districts remains unclear. The purpose of this study was to examine the impact of music educators’ training and self-efficacy on their perceived preparedness to support student mental health. The researcher aimed to answer the following questions: 1) What is the reported self-efficacy to support student mental health of music educators in Ohio? 2) How much training do music educators in Ohio report having in addressing student mental health concerns? and 3) What is the relationship between music educators’ level of mental health training and self-efficacy to address student mental health? This study followed a quantitative research design utilizing online surveys via Qualtrics. Participants included a sample of (n = 110) K-12 music educators in Ohio who have taught for at least one year. Data were analyzed using descriptive statistics for research questions one and two, and correlational statistics for question three. The results indicate a moderate level of self-efficacy, minimal training in mental health concepts, and a weak positive correlation between self-efficacy and the amount of training related to supporting student mental health. Implications for practice and future research are discussed.

Keywords

K-12 music education, mental health, self-efficacy, survey

Rights Statement

Copyright 2026, author

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