Feasibility and acceptability of a brief web-based training on cognitive behavioral tools for educators

A youth mental health crisis has been exacerbated significantly by the COVID-19 pandemic. Teachers are often front-line support for students in need. Yet teachers themselves are struggling, making it difficult to help their students. Cognitive behavioral interventions (CBIs) have been shown to reduce mental health symptoms in school settings. Learning and implementing a psychological intervention, however, places undue burden on teachers who are already struggling. This project aimed to develop and assess the acceptability and feasibility of a brief, web-based training for educators on cognitive behavioral tools that can be implemented in classrooms without additional psychological or practical burden. Attendees (n = 193) attended one of two 1-h trainings on applying cognitive behavioural therapy (CBT) in classrooms. Attendees completed pre- and posttraining surveys on their knowledge and comfort using CBT. Following the course, attendees reported increases in knowledge and comfort using CBT skills, with large effect sizes. Attendees reported being highly satisfied with the course and likely to recommend the course to colleagues. Limitations of this work include a relatively small, homogenous sample and a low rate of completing both pre- and posttraining measures. Suggestions for future research include measuring change in practice as a result of the training. Implications of our findings are discussed. Many educators are familiar with CBT but may not feel comfortable using it in the classroom. Following a brief web training, educators reported an increase in knowledge and comfort using CBT, particularly among those without prior training. Attendees were highly satisfied with the brief training, rating it as very helpful, and reported being very likely to recommend the training to a colleague.