Researcher(s)
- Maxwell Rosenthal, International Relations, University of Delaware
Faculty Mentor(s)
- Kelly Sherretz, Institute for Public Administration, University of Delaware
Abstract
In early 2020, when Americans were asked to stay home, restaurants stopped serving customers, and students were confined to computers for the remainder of the school year, nearly everyone recognized the impact that isolation had on one’s mental health. Mental health was particularly a concern for K-12 students who were thought to have missed out on important aspects of behavioral and mental development through interactions with others.
Nationwide, efforts to support the behavioral and mental well-being of students led to the hiring of more behavioral and mental health personnel. However, this increase in personnel has introduced new roles with unclear or undefined licensure requirements. To address the gap between roles and requirements, I conducted an analysis of how other states regulate these emerging positions through licensure and certification requirements. My research is now being forwarded to the Delaware Department of Education, and specifically the Professional Standards Board (PSB) for the implementation of House Bill 97. This research is intended to help inform them on policy decisions they need to make regarding licensure and certification in supporting students behavioral and mental health needs.
After reviewing legislation, job postings, and state and local websites from 8 states, New York, Wisconsin, and Vermont provided significant information on hiring, licensure and certification standards in the emerging behavioral and mental health roles. Common identified roles across states are School Counselors, School Social Workers, School Psychologists, Behavioral Interventionist, Behavior Specialist, School-Based Clinician, Special Education Assistants, Paraprofessionals, Board Certified Behavior Analysts (BCBAs), and Registered Behavior Technicians (RBTs). Within these roles there was variability in the licensure structure, local/district control, and job title clarity.
States often allow for flexibility by blending centralized licensure standards with local discretion. For example a state’s department of education may provide preferred or stated requirements needed for a particular educator to be employed. Yet, a district job posting might display variation from state standards, sometimes hiring candidates who meet only part of the state’s standard or who hold temporary or conditional certificates. This variation could demonstrate staffing shortages and the necessity for behavioral and mental health aid in schools.