Ignite Creation Date:
2024-05-06 @ 6:19 PM
Last Modification Date:
2024-10-26 @ 2:45 PM
Study NCT ID:
NCT05621603
Status:
COMPLETED
Last Update Posted:
2024-02-07
First Post:
2022-11-04
Brief Title:
Workforce Mental Health Emergency Preparedness
Sponsor:
Colorado School of Public Health
Organization:
Colorado School of Public Health
Study Overview
Official Title:
Adapting and Testing an Intervention to Integrate Workforce Mental Health Into Pre-K-8 School Emergency Preparedness Via Shared Leadership and Peer Support
Status:
COMPLETED
Status Verified Date:
2024-02
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
False
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
School leaders staff and teachers are tasked with keeping children safe from acts of violence natural hazards and other emergencies while encouraging learning Disaster plans are often developed without teacher involvement resulting in limited knowledge of emergency preparedness undermining buy-in and limited motivation to comply with safety protocols including disaster drills The lack of initial consultation and limited decision-making authority can also be sources of stress for teachers Teachers and staff may experience anxiety about their roles and responsibilities in a crisis This research project proposes that the key to enhancing emergency preparedness in this population is to incorporate psychological preparedness within a disaster management framework In other words to provide the school workforce with awareness of their likely psychological response to threat and coping skillsstrategies for management of that response Importantly workforce-focused mental health integrated approaches to emergency preparedness are likely to work best if implemented via peer support and shared leadership frameworks This project involves adaptation and implementation of an integrated workforce mental health intervention into Pre-K-12 school emergency preparedness via shared leadership and peer support This includes co-creating training curriculum with Pre-K-12 schools labor organizations and district officials implementing and evaluating the impact of the intervention A matched waitlist control comparison research design will be used with six Pre-K-12 schools The hypothesized outcomes of the intervention are increases in H1 emergency preparedness climate emergency preparedness specific H2 shared leadership H3 peer support and social cohesion H4 confidence in emergency preparedness and H5 psychological preparedness The project also anticipates H6 increases in overall mental health and well-being and H7 a reduction in emergency preparedness-specific burnout
Detailed Description:
The burden of poor physical and mental health is high in the Pre-K-8 school workforce While school employees had lower than average non-fatal occupational injury and illness rates overall in 2019 they had significantly higher rates of injury due to violence 355 per 10000 FTEs vs overall 44 per 10000 FTEs R100In addition mental health needs are higher among teachers than the general population and are a contributing factor to burnout and teacherstaff turnover Recent estimates of the burden of the COVID-19 pandemic has shed light on the impact that an emergency can have on the education sector workforce with teachers feeling ill-equipped to adapt to increased expectations associated with safety protocols online learning and student mental health Thus there is an urgent need to enhance emergency preparedness amongst the schools workforce and a specific need to ensure that they can respond to the needs of others while maintaining their own mental health
Nearly all public schools have emergency preparedness plans in place However disaster plans are often developed at the district level without teacher and staff involvement This can result in limited knowledge of emergency preparedness and can undermine buy-in and decrease motivation to comply with safety protocols including disaster drills Furthermore the lack of initial consultation and limited decision making authority can be a source of stress among teachers Teachers and staff may experience anxiety about their roles and responsibilities in a crisis including keeping themselves and children safe and managing expectations from parents and other stakeholders It is reasonable to expect some teachers and staff to have strong reactions to drills for active shooter events weather emergencies andor disease outbreaks Staff with a history of trauma exposure at the school of elsewhere may be especially vulnerable Investigators propose that the key to enhancing emergency preparedness in this population is to incorporate psychological preparedness within a disaster management framework In other words to provide the school workforce with awareness of their likely psychological response to threat and coping skillsstrategies for management of that response Importantly such workforce-focused mental health integrated approaches to emergency preparedness are likely to work best if implemented via peer support and shared leadership frameworks Such approaches have the potential to enhance the effectiveness and sustainability of existing efforts
Investigators hypothesize that a half-day training intervention for Pre-K-12 schools that emphasizes integration of psychological preparedness with emergency preparedness via shared leadership and peer support will increase - H1 the emergency preparedness climate H2 shared leadership for emergency preparedness H3 peer support and social cohesion associated with emergency preparedness H4 confidence in emergency preparedness and H5 psychological preparedness Investigators also hypothesize that investigators will observe H6 an increase in overall mental health and wellbeing and a reduction in H7 emergency preparedness-specific burnout Thus the impact of this intervention will be on the school workforces capability to respond to emergencies while maintaining their well-being
Specific Aim 1 Adapt and implement an integrated workforce mental health intervention into Pre-K-8 school emergency preparedness via shared leadership and peer support
Review emergency preparedness plansdrills and mental health supports at 6 Pre-K-12 schools
Co-create training curriculum with participating schools and district officials N 64 6 focus groups with 36 participants and 28 interview participants Specific Aim 2 Evaluate the impact of a half day mental health integrated emergency preparedness intervention in Pre-K-12 schools via shared leadership and peer support
Matched waitlist control comparison with 6 Pre-K-12 schools N 300 in a diverse school district Data collected for all 6 schools at baseline and two time points following the intervention
The output of our project will be a curriculum manual and online toolkit for schools including the resources necessary for schools to independently assess implement and evaluate baseline levels of key outcomes and the impact of training content Resources will be developed and disseminated to schools with the assistance of the Outreach Core which has proven experience working with 15 school districts in our region This project addresses NIOSH Emergency Preparedness and Response Cross-Sector Program Goal concerning safety climate 1 and will specifically address two NIOSH NORA Healthy Work Design Well-being objectives 4 Reduce work organization-related chronic health conditions among workers and 6 Improve the safety health and well-being of workers through healthier work design and better organizational practices
Nearly all public schools have emergency preparedness plans in place However disaster plans are often developed at the district level without teacher and staff involvement This can result in limited knowledge of emergency preparedness and can undermine buy-in and decrease motivation to comply with safety protocols including disaster drills Furthermore the lack of initial consultation and limited decision making authority can be a source of stress among teachers Teachers and staff may experience anxiety about their roles and responsibilities in a crisis including keeping themselves and children safe and managing expectations from parents and other stakeholders It is reasonable to expect some teachers and staff to have strong reactions to drills for active shooter events weather emergencies andor disease outbreaks Staff with a history of trauma exposure at the school of elsewhere may be especially vulnerable Investigators propose that the key to enhancing emergency preparedness in this population is to incorporate psychological preparedness within a disaster management framework In other words to provide the school workforce with awareness of their likely psychological response to threat and coping skillsstrategies for management of that response Importantly such workforce-focused mental health integrated approaches to emergency preparedness are likely to work best if implemented via peer support and shared leadership frameworks Such approaches have the potential to enhance the effectiveness and sustainability of existing efforts
Investigators hypothesize that a half-day training intervention for Pre-K-12 schools that emphasizes integration of psychological preparedness with emergency preparedness via shared leadership and peer support will increase - H1 the emergency preparedness climate H2 shared leadership for emergency preparedness H3 peer support and social cohesion associated with emergency preparedness H4 confidence in emergency preparedness and H5 psychological preparedness Investigators also hypothesize that investigators will observe H6 an increase in overall mental health and wellbeing and a reduction in H7 emergency preparedness-specific burnout Thus the impact of this intervention will be on the school workforces capability to respond to emergencies while maintaining their well-being
Specific Aim 1 Adapt and implement an integrated workforce mental health intervention into Pre-K-8 school emergency preparedness via shared leadership and peer support
Review emergency preparedness plansdrills and mental health supports at 6 Pre-K-12 schools
Co-create training curriculum with participating schools and district officials N 64 6 focus groups with 36 participants and 28 interview participants Specific Aim 2 Evaluate the impact of a half day mental health integrated emergency preparedness intervention in Pre-K-12 schools via shared leadership and peer support
Matched waitlist control comparison with 6 Pre-K-12 schools N 300 in a diverse school district Data collected for all 6 schools at baseline and two time points following the intervention
The output of our project will be a curriculum manual and online toolkit for schools including the resources necessary for schools to independently assess implement and evaluate baseline levels of key outcomes and the impact of training content Resources will be developed and disseminated to schools with the assistance of the Outreach Core which has proven experience working with 15 school districts in our region This project addresses NIOSH Emergency Preparedness and Response Cross-Sector Program Goal concerning safety climate 1 and will specifically address two NIOSH NORA Healthy Work Design Well-being objectives 4 Reduce work organization-related chronic health conditions among workers and 6 Improve the safety health and well-being of workers through healthier work design and better organizational practices
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
False
Is a FDA Regulated Device?:
False
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None