RESEARCH MATRIX 1
Curriculum Change Plan: Part 1 - Research Matrix
School of Education, Liberty University
RESEARCH MATRIX 2
Curriculum Change Plan: Part 1 - Research Matrix
Curriculum Change Plan Proposed Topic: Integrating Mental/Emotional Health Methods and
Strategies into the Utah Health Education Curriculum.
RESOURCE #1
1. Title, Year
School-Based Mental Health Promotion and Early Intervention
Programs in New South Wales, Australia: Mapping Practice to
Policy and Evidence. (2022).
2. Theoretical Framework
The theoretical framework encompasses a variety of theories
and models connected to mental health promotion and
school-based interventions. New South Wales, Australia
reviewed policy documents, guidelines, and literature to
identify practices and strategies related to mental health
promotion and early intervention in schools.
3. Research Question(s)
1. What strategies/best practices should be used in the
classroom to promote mental health?
2. What programs are ideal for schools to implement for
mental health and early intervention?
3. What are some challenges and successes for the
implementation of mental health programs?
4. Methodology and
Results
The study used a mixed-method approach to determine
school-based mental health promotion and early intervention
programs in New South Wales, Australia. A review of updated
policy documents, guidelines, and literature was conducted to
determine significant practices connected to mental health
RESEARCH MATRIX 3
promotion and intervention in NSW schools. The study
analyzed government reports, educational policies, and
academic literature to comprehend the context of existing
programs. The study also interviewed stakeholders involved in
school-based mental health programs which consisted of
policymakers, teachers, mental health professionals, and
community organizations. Based on the interviews that were
conducted the results of the study identified multiple mental
health promotion and early intervention programs in supporting
students' health and well-being as young people face challenges
in NSW schools. The findings have information on
implementing policy development, program planning, and
professional practice to promote positive mental health in
school settings.
5. Locator Information:
Provide the URL to the
resource or a description
of the resource.
https://doi.org/10.1007/s12310-021-09482-2
6. Curriculum Change
Plan Applications:
Explain the application to
your curriculum change
plan topic. Relate to
specific curriculum change
plan strategies.
The Utah Secondary Health Education has an entire mental and
emotional health curriculum that lacks specific programs and
inventions to implement in classrooms. Information from this
study can enhance further research on models and strategies
teachers can apply to provide students with the skills they need
to promote positive mental health and how to utilize community
organizations.
RESEARCH MATRIX 4
RESOURCE #2
1. Title, Year
Rural sixth-grade teachers’ and students’ perceptions of a
mindfulness-based mental health curriculum. (2023).
2. Theoretical Framework
The theoretical framework is based on the perspectives of
students and teachers on mindfulness-based mental health
curriculum. Mindfulness is the ability to be present in the
moment which consists of where you are and what you're
doing. The framework informs the research, data, and
interpretations of findings, ultimately subscribing to the
development of effective mental health strategies in the
educational field.
3. Research Question(s)
1. How does teaching mindfulness help students achieve
academic success?
2. Are there specific lessons on mindfulness that can be
implemented throughout the entire year?
3. What mindfulness assessments/ resources can be used to
measure student learning?
4. Methodology and
Results
The study used qualitative research to explore the perceptions
of sixth-grade teachers and students about mindfulness-based
mental health curricula. Interviews with teachers and students
RESEARCH MATRIX 5
were used to collect data for insights into their experiences with
the curriculum. The results were that teachers had positive
perceptions of the mindfulness-based curriculum,
demonstrating excitement for learning mindfulness techniques
and how to apply them in their lives. High levels of student
engagement and interest were another result of the study.
Students reported that they felt calm, focused, and resilient by
practicing mindfulness techniques. Ultimately, this study
provides insights into incorporating mindfulness-based
curriculum in schools and the perceptions of both teachers and
students regarding the curriculum.
5. Locator Information:
Provide the URL to the
resource or a description
of the resource.
https://doi.org/10.3389/fpsyg.2023.1277614
6. Curriculum Change
Plan Applications:
Explain the application to
your curriculum change
plan topic. Relate to
specific curriculum change
plan strategies.
The application can be found by incorporating
mindfulness-based content into the Mental and Emotional
health curriculum. Integrating mindfulness can enhance
students’ confidence, and focus levels, and help eliminate stress
and anxiety. This can be attained through professional
development opportunities for teachers, resources, and
classroom materials needed for student engagement, and
multiple real-world application practice methods.
RESEARCH MATRIX 6
RESOURCE #3
1. Title, Year
How Did You Get Here? You’re Not Supposed to Be Here:
Supporting the Social-Emotional and Mental Health Needs of
Minoritized Twice Exceptional Students. (2022).
2. Theoretical Framework
The theoretical framework explores the social-emotional and
mental health needs of minoritized students by implementing
strategies and interventions to support minority students. This
study provides a framework educators, practitioners, and
policymakers can implement to create a more comprehensive
and culturally inclusive strategy to support the social-emotional
and mental health needs of minorities. This study provides an
understanding of the challenges and risk factors influencing
student experiences and notifies the design of methods and
interventions for mental health development and success.
3. Research Question(s)
1. How can teachers implement social-emotional learning for
minority students in the classroom?
2. What type of training is needed for educators who are not
familiar with culturally inclusive environments?
RESEARCH MATRIX 7
3. How can Utah's Health Education program provide teachers
with the resources needed to implement social-emotional
learning for minority students?
4. Methodology and
Results
The methodology was to explore the experiences and needs of
minoritized twice-exceptional students in receiving
social-emotional and mental health support. The study involved
interviews with students and educators to gain a variety of
perspectives and experiences. The results from the study
highlight the importance of addressing social-emotional and
mental health needs for the twice exceptional minority students.
The results gathered from the data also demonstrate the need for
culturally responsive and trauma-informed approaches and
extensive training and resources to support the well-being and
success of these students.
5. Locator Information:
Provide the URL to the
resource or a description
of the resource.
https://doi.org/10.1177/00400599211073073
6. Curriculum Change
Plan Applications:
Explain the application to
your curriculum change
plan topic. Relate to
Educators are responsible for creating culturally inclusive
environments. Educators can benefit from applying culturally
responsive approaches and methods to support mental health for
marginalized students. This can be adopted through enhanced
RESEARCH MATRIX 8
specific curriculum change
plan strategies.
training and providing resources in the mental/emotional
curriculum for educators to implement in their classrooms.
RESOURCE #4
1. Title, Year
Revamping Teacher Training for Challenging Times: Teachers’
Well-Being, Resilience, Emotional Intelligence, and Innovative
Methodologies as Key Teaching Competencies. (2023).
2. Theoretical Framework
This study proposes a theoretical framework for modifying
teacher training programs to label the challenges teachers face
in educational settings. The framework highlights the
importance of educating teachers with competencies related to
well-being, resilience, and emotional intelligence to effectively
guide teaching during challenging times.
3. Research Question(s)
1. What are methods for teachers to use in their daily lives to
promote mental health during teaching challenges?
2. What type of professional development can the Utah Health
Education program implement each year for their health
education professionals?
3. Are there opportunities for teachers to assess their mental
health status throughout the school year?
RESEARCH MATRIX 9
4. Methodology and
Results
This study incorporated a mixed-method approach to determine
the effectiveness of revamping teacher training programs to
address challenges in education. The research used focused
group discussions, interviews, and questionnaires to gather and
analyze data. The results from the study advised teacher
training programs to focus on teachers' well-being is significant
for preparing teachers to effectively meet the challenges and
demands of teaching.
5. Locator Information:
Provide the URL to the
resource or a description
of the resource.
https://doi.org/10.2147/PRBM.S382572
6. Curriculum Change
Plan Applications:
Explain the application to
your curriculum change
plan topic. Relate to
specific curriculum change
plan strategies.
Teachers today face many mental, physical, and emotional
challenges from teaching. Teachers can benefit from new
programs that provide them with strategies and methods for
when they encounter challenges in the educational field. This
can be obtained through professional development, school and
district mentor programs, and opportunities for vocalizing
concerns.
RESEARCH MATRIX 10
RESOURCE #5
1. Title, Year
The effectiveness of a school-based, universal mental health
program in six European countries. (2022.)
2. Theoretical Framework
The theoretical framework for this study includes key
components and theoretical perspectives to understand the
needs and perspectives of teenagers and educational
professionals relating to mental health literacy interventions in
secondary education. The framework examines the factors
influencing mental health behaviors and the effectiveness of
interventions improving mental health literacy among
adolescents. The study informs the development and
implementation of interventions that positively enhance mental
health and support students' well-being.
3. Research Question(s)
1. What mental health interventions can be incorporated into the
mental/emotional health curriculum for secondary education
students?
2. Which professional development training is needed for
training on mental health literacy and support skills to address
students' mental health needs and help-seeking behaviors?
4. Methodology and
Results
The study used a mixed-method approach to discover the needs
and perspectives of adolescents and educators regarding mental
RESEARCH MATRIX 11
health interventions targeted to promote mental health
help-seeking behaviors in secondary education schools. The
results from the study indicated multiple barriers to
help-seeking behaviors, including stigma, judgment,
discrimination, lack of awareness, and cultural or social norms.
The study also discovered the need for age-appropriate
intervention strategies and the need for education professional
training. These interventions and training can create inclusive
school environments that promote mental health and student
success.
5. Locator Information:
Provide the URL to the
resource or a description
of the resource.
https://doi.org/10.3390/ijerph191911889
6. Curriculum Change
Plan Applications:
Explain the application to
your curriculum change
plan topic. Relate to
specific curriculum change
plan strategies.
The application can be found by adopting the need for mental
health literacy and help-seeking behaviors in the Utah
Mental/Emotional curriculum. This can be obtained by
incorporating professional development training and designing
content that engages mental health literacy and help-seeking
behaviors that involve student engagement.
RESEARCH MATRIX 12
References
Beukema, L., Tullius, J. M., Korevaar, L., Hofstra, J., Reijneveld, S. A., & de Winter, A.
F. (2022). Promoting mental health help-seeking behaviors by mental health literacy
interventions in secondary education? needs and perspectives of adolescents and educational
professionals. International Journal of Environmental Research and Public Health, 19(19),
11889. https://doi.org/10.3390/ijerph191911889
Cormier, C. J. (2022). How Did You Get Here? You’re Not Supposed to Be Here:
Supporting the Social-Emotional and Mental Health Needs of Minoritized Twice Exceptional
Students. TEACHING Exceptional Children, 0(0). https://doi.org/10.1177/00400599211073073
Folger, A., Nekkanti, A., Williamson, G., Guidinger, C., & Kelly, N. R. (2023). Rural
sixth-grade teachers' and students' perceptions of a mindfulness-based mental health curriculum.
Frontiers in Psychology, 14, 1277614-1277614. https://doi.org/10.3389/fpsyg.2023.1277614
Laurens, K.R., Graham, L.J., Dix, K.L. et al. School-Based Mental Health Promotion and
Early Intervention Programs in New South Wales, Australia: Mapping Practice to Policy and
Evidence. School Mental Health 14, 582–597 (2022).
https://doi.org/10.1007/s12310-021-09482-2
Pozo-Rico, T., Poveda, R., Gutiérrez-Fresneda, R., Castejón, J., & Gilar-Corbi, R.
(2023). Revamping teacher training for challenging times: Teachers' well-being, resilience,
emotional intelligence, and innovative methodologies as key teaching competencies. Psychology
Research and Behavior Management, 16, 1-18. https://doi.org/10.2147/PRBM.S382572
