Preferred Name
Sarah Eggleston
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
ORCID
https://orcid.org/0009-0009-8671-4701
Date of Graduation
8-1-2026
Semester of Graduation
Summer
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
First Advisor
Tiffany Hornsby
Second Advisor
Deborah Kipps-Vaughan
Third Advisor
Joseph LeBlanc
Abstract
Youth with intellectual disabilities (ID) are at considerably greater risk of developing mental health problems compared with the general population; however, their needs are less likely to be identified, and they often face barriers to accessing quality mental health care. School-based mental health professionals (SBMHPs) are uniquely positioned to support students within their natural learning environments, where many common barriers to service provision have been removed. The present study examined the current state of practice among SBMHPs in Virginia in identifying and supporting the needs of students with ID, as well as SBMHPs’ training experiences. An online cross-sectional, mixed-methods survey was completed by 72 school psychologists, school counselors, school social workers, and school nurses employed in K-12 schools across Virginia. Findings revealed both individual-level barriers, such as gaps in knowledge and skills, and broader systemic barriers that contribute to challenges in providing mental health support to youth with ID. Results suggest a need for enhanced professional training and increased interprofessional collaboration to improve the quality and accessibility of mental health services for students with ID.
Included in
Counseling Commons, Counseling Psychology Commons, Disability and Equity in Education Commons, School Psychology Commons, Student Counseling and Personnel Services Commons
