Should General Education Teachers Consider Cognitive Behavioral Interventions for Students with Depression and Anxiety?

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Mercedes Lechlitner

Abstract




The school to prison pipeline is a system that pulls students out of the classroom and into the criminal justice system, and it is the job of the teacher and the school system to keep students in the classroom and out of the school to prison pipeline. Students with a variety of disabilities will be represented in the general education classroom, some of them very difficult to see such as internalizing disorders. Students with internalizing disorders are those who suffer with anxiety, depression, and other mental health illnesses. While the Individuals with Disabilities Education Act (IDEA) is in place to provide educational services for students with disabilities, it is also the job of the general education teacher to implement practices in the classroom to help students who may be struggling with internalizing disorders. Cognitive Behavioral Interventions (CBIs) allow for teachers and students to work together to set individualized goals. Working toward these goals teaches students self-monitoring skills and builds the self-esteem of struggling students. Achieving these goals helps students learn how to deal with their problems, and both the process and the result are beneficial. Helping students in the general education classroom provides them with the opportunities they need to succeed, rather than pushing them into the school to prison pipeline, as many other students with disabilities are.




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How to Cite
Lechlitner, M. (2024). Should General Education Teachers Consider Cognitive Behavioral Interventions for Students with Depression and Anxiety?. The Undergraduate Journal of Law &Amp; Disorder, 7, 64–72. Retrieved from https://scholarworks.iu.edu/journals/index.php/lad/article/view/38283
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