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Table 3
Number of Categories Represented

SPED Frequency % Valid % Cumulative %
TBI 1 0.65 0.65 0.65
ED 1 0.65 0.65 1.34
HI 2 1.33 1.33 2.63
AU 18 12 12 14.63
SI 18 12 12 26.63
ID 21 14 14 40.63
SLD 28 18.7 18.7 59.33
OHI 61 40.67 40.67 100

Total 150 100 100

Discussion
The results demonstrated definitive growth in the number of students referred
for mental health issues in the 5-year period (August 2015 to May 2020), mirroring
the trends reported throughout the United States. For RQ 1, the results revealed a
28% average growth in the number of mental health referrals from the 2015–2016 to
the 2019–2020 school years. Providing additional targeted mental health support in
the school setting is an appropriate response to these numbers. Legislation such as
ESSA mandates that schools undertake a more active role in the mental well-being
and social-emotional learning of students. The focus on mental health issues in the
school population is critical. Rising suicide rates among children, gun violence in
schools, and increased maladaptive behaviors continue to have a profound impact on
schools and the success of the students educators see daily (Curtin & Heron, 2019).
Considering the pattern of referrals, analysis for RQ 2 revealed a statistically
significant difference (p =.005) for gender with males (n = 597) referred more often
than females (n = 234). Analysis of grade bands for elementary (n = 443), middle (n
= 182), and secondary (n = 206) identified almost twice as many referrals occurring
in the elementary school setting as compared with the middle and secondary settings.
A significant difference existed among the six referral reasons, with “emotional”
encompassing 40% of all referrals. Referrals consisted of a total of 625 students
without identified disabilities compared to 206 students receiving special education
or Section 504 services or accommodations. These results provided an intriguing
picture of the studied school district’s referrals, but what do they mean for educators?

Implications for Educators
Increased In-class Mental Health Programming
Additional programming that is easy to implement and fits into the daily classroom
routine to provide mental health learning appears to be one potential response to
the increasing numbers identified in RQ 1. Program training for staff, students, and
families that is accessible as well as easy to comprehend and implement should
focus on understanding the indicators of mental health and preventative activities
to address the problem proactively. Using a strong social-emotional curriculum
embedded into the everyday school experience provides support for the students,
normalizes the discussion on mental health, and limits the stigma surrounding this

26 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators