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The effects of early childhood mental health consultation on early childhood teachers' perceptions of children's challenging behaviors, expulsion risk, and the moderating role of teaching stress.

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Title: The effects of early childhood mental health consultation on early childhood teachers' perceptions of children's challenging behaviors, expulsion risk, and the moderating role of teaching stress.
Authors: Trigg, Allison Boothe (AUTHOR), Keyes, Angela W. (AUTHOR), Gray, Sarah (AUTHOR), Hatch, Virginia (AUTHOR), Brunet, Kendyl T. (AUTHOR), Heller, Sherryl Scott (AUTHOR)
Source: Infant Mental Health Journal. May2026, Vol. 47 Issue 3, p1-18. 18p.
Subjects: Student expulsion, Job stress, Emotion regulation, Child mental health services, At-risk behavior, Teacher attitudes, Child development
Geographic Terms: Louisiana
Abstract: The goal of this study was to explore the effects of infant and early childhood mental health consultation (IECMHC) on Louisiana early childhood teachers' perceptions of individual children's and classroom behavioral challenges, children's resilience, and the risk of exclusionary practices (e.g., expulsion). It also examines how stress related to supporting a particular child (i.e., teaching stress) may influence IECMHC outcomes. A total of 194 early learning centers participated. Consultation services were provided in English at the program‐ and classroom‐level. Teachers reported expected positive shifts, including increased perceptions of child protective factors (e.g., self‐regulation) and reduced concerns related to individual and classroom behavior. Notably, reductions in classroom and child‐level behavioral concerns and teacher hopelessness and fear of accountability, as well as improvements in children's protective factors and self‐regulation, were most pronounced among teachers experiencing high levels of teaching stress. While findings are correlational, the role of teaching stress in shaping IECMHC outcomes offers insight into how these supports interact with expulsion risk. This information can guide the development of more effective, equity‐focused IECMHC programs that reduce exclusionary discipline practices and better support teacher well‐being and enhance the care of young children. [ABSTRACT FROM AUTHOR]
Copyright of Infant Mental Health Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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DbLabel: Psychology and Behavioral Sciences Collection
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: The effects of early childhood mental health consultation on early childhood teachers' perceptions of children's challenging behaviors, expulsion risk, and the moderating role of teaching stress.
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  Data: <searchLink fieldCode="AR" term="%22Trigg%2C+Allison+Boothe%22">Trigg, Allison Boothe</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Keyes%2C+Angela+W%2E%22">Keyes, Angela W.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gray%2C+Sarah%22">Gray, Sarah</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hatch%2C+Virginia%22">Hatch, Virginia</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Brunet%2C+Kendyl+T%2E%22">Brunet, Kendyl T.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Heller%2C+Sherryl+Scott%22">Heller, Sherryl Scott</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Infant+Mental+Health+Journal%22">Infant Mental Health Journal</searchLink>. May2026, Vol. 47 Issue 3, p1-18. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Student+expulsion%22">Student expulsion</searchLink><br /><searchLink fieldCode="DE" term="%22Job+stress%22">Job stress</searchLink><br /><searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br /><searchLink fieldCode="DE" term="%22Child+mental+health+services%22">Child mental health services</searchLink><br /><searchLink fieldCode="DE" term="%22At-risk+behavior%22">At-risk behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Louisiana%22">Louisiana</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: The goal of this study was to explore the effects of infant and early childhood mental health consultation (IECMHC) on Louisiana early childhood teachers' perceptions of individual children's and classroom behavioral challenges, children's resilience, and the risk of exclusionary practices (e.g., expulsion). It also examines how stress related to supporting a particular child (i.e., teaching stress) may influence IECMHC outcomes. A total of 194 early learning centers participated. Consultation services were provided in English at the program‐ and classroom‐level. Teachers reported expected positive shifts, including increased perceptions of child protective factors (e.g., self‐regulation) and reduced concerns related to individual and classroom behavior. Notably, reductions in classroom and child‐level behavioral concerns and teacher hopelessness and fear of accountability, as well as improvements in children's protective factors and self‐regulation, were most pronounced among teachers experiencing high levels of teaching stress. While findings are correlational, the role of teaching stress in shaping IECMHC outcomes offers insight into how these supports interact with expulsion risk. This information can guide the development of more effective, equity‐focused IECMHC programs that reduce exclusionary discipline practices and better support teacher well‐being and enhance the care of young children. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Infant Mental Health Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=193322108
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1002/imhj.70079
    Languages:
      – Code: eng
        Text: English
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        PageCount: 18
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      – SubjectFull: Student expulsion
        Type: general
      – SubjectFull: Job stress
        Type: general
      – SubjectFull: Emotion regulation
        Type: general
      – SubjectFull: Child mental health services
        Type: general
      – SubjectFull: At-risk behavior
        Type: general
      – SubjectFull: Teacher attitudes
        Type: general
      – SubjectFull: Child development
        Type: general
      – SubjectFull: Louisiana
        Type: general
    Titles:
      – TitleFull: The effects of early childhood mental health consultation on early childhood teachers' perceptions of children's challenging behaviors, expulsion risk, and the moderating role of teaching stress.
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            NameFull: Trigg, Allison Boothe
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            NameFull: Keyes, Angela W.
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            NameFull: Gray, Sarah
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            NameFull: Hatch, Virginia
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            NameFull: Brunet, Kendyl T.
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            – D: 01
              M: 05
              Text: May2026
              Type: published
              Y: 2026
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              Value: 01639641
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              Value: 47
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            – TitleFull: Infant Mental Health Journal
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