Date of Award

May 2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

First Advisor

Kathy Smart

Second Advisor

Patricia Mahar

Abstract

Rural-remote high school teachers are frequently the first to notice and respond to student mental health concerns, yet they operate within communities characterized by significant shortages in mental health providers. Access to professional mental health services in these settings remains persistently limited, placing considerable responsibility on teachers who may lack adequate preparation. This study employed an interpretive case study design to qualitatively examine how rural-remote high school teachers in North Dakota perceive their professional training and overall preparedness in addressing student mental health concerns. Twelve licensed teachers, whose experience ranged from six months to 33 years, participated in in-depth interviews. Thematic analysis of the interviews revealed notable gaps in formal training and varied perceptions of preparedness among participants. Teachers reported drawing upon personal knowledge and informal experience to bridge the divide between structured professional development and real-world student intervention. Participants also shared perspectives on ideal training models, offering insights that may inform future preparation frameworks for rural educators. This study examined how teachers filled the gaps between training and intervention; specifically, when training and resources are limited in our rural spaces. Keywords: rural education, high school, student mental health, professional development, teacher training

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