This study looked at how mental health education can help reduce the stigma that many college students feel when it comes to talking about or seeking help for mental health issues. The researchers worked with a group of college students and had them engage with mental health resources like flyers and workshops. They used surveys to measure students’ attitudes both before and after the intervention to see if their perspectives had shifted. The method was quantitative, using a pre- and post-survey design to track changes in awareness and stigma levels. Overall, the study showed that even simple educational efforts can make a big difference in how students view mental health.

Ahad, A. A., Sanchez-Gonzalez, M., & Junquera, P. (2023)

This article is a broad review that dives into how mental health stigma shows up in different cultures around the world. Instead of doing a new study with participants, the authors pulled together findings from other research to explore how cultural beliefs, language barriers, and misunderstandings shape the way people experience mental health. The method used here was a narrative review, meaning they analyzed a lot of existing studies to look for patterns and insights. The big takeaway is that reducing stigma isn’t one-size-fits-all—it requires understanding each student’s cultural background and adjusting support strategies accordingly.

Sampaio, F., Gonçalves, P., & Sequeira, C. (2022)

This research focused on the idea of mental health literacy—basically, how well school staff understand and respond to students' mental health needs. The authors worked with school personnel, including teachers, and explored how much they actually know about mental health and whether that knowledge translates into action. They used a mix of surveys and interviews to gather data, which makes this a mixed-methods study. What they found was a real gap between awareness and implementation: many educators want to help but don’t always feel equipped to act. The authors argue that with better training, schools can become much stronger in supporting student well-being.

Ahad, A. A., Sanchez-Gonzalez, M., & Junquera, P. (2023) Understanding and addressing mental health stigma across cultures for improving psychiatric care: A narrative review. National Library of Medicine, 15(5). https://doi.org/10.7759/cureus.39549 

Sampaio, F., Gonçalves P., &  Sequeira, C. (2022).  Mental health literacy: It is now time to put knowledge into practice. National Library Of Medicine, 19(12). DOI: 10.3390/ijerph19127030

Shim, Y. R, Eaker R., &  Park J. (2022).  Mental Health Education, Awareness and    stigma regarding mental illness among college students. Journal of Mental Health Clinical Psychology, 6(2),  6-15.    https://www.mentalhealthjournal.org/articles/mental-health-education-awareness-and-stigma-regarding-mental-illness-among-college-students.pdf

This guidebook is designed to help counselors work more effectively with immigrant families. It offers real-world insight into the challenges many immigrant students and their parents face as they adjust to life in the United States. While it’s not a traditional research article with participants and data, it draws on current literature, cultural case studies, and counseling frameworks to offer practical tools. The purpose is to prepare school counselors to break down cultural barriers and support families who may be navigating language differences, trauma, and unfamiliar educational systems. This resource takes a qualitative and applied approach, aiming to build empathy and action among helping professionals.

Cholewa, B., & West-Olatunji, C. (2008)

This study dives into how cultural disconnect between students and schools—called cultural discontinuity—can lead to emotional stress and lower academic performance, especially for students from low-income and diverse backgrounds. The researchers focused on a sample of culturally diverse students and used a quantitative research method, including surveys and academic data, to explore how these students' cultural experiences in school impacted their well-being and success. Their findings show that when students feel culturally misunderstood or unsupported, it affects their behavior and grades. The study calls for school counselors to be proactive in bridging cultural gaps and promoting inclusive environments.

Becher, A. A. (2004).

Becher’s article explores the cultural dilemmas that minority children face when navigating between their home culture and school expectations in Norway. Drawing from her time teaching in a multicultural first-grade classroom where most students came from immigrant families, she uses an ethnographic method, including classroom observations, weekly journal reflections, and interviews with five teachers. Two case studies illustrate how children often find themselves caught in conflicting value systems—such as being expected to attend Christian ethics lessons at school while being told by their Muslim parents to avoid them. These situations leave children feeling confused, unsupported, and at times forced to choose between family and school. Becher connects these lived experiences to broader cultural theories, including Bourdieu’s concept of habitus and May’s framework of critical multiculturalism, arguing that educators must move beyond stereotypes and instead foster inclusive, non-essentialist support systems.

Becher, A. A. (2004). Research reconsiderations concerning cultural differences. Contemporary Issues in Early Childhood, 5(1), 81–94. https://doi-org.easydb.angelo.edu/10.2304/ciec.2004.5.1.11

Cholewa, B., & West-Olatunji, C. (2008). Exploring the relationship among cultural discontinuity, psychological distress, and academic outcomes with low-income, culturally diverse students. Professional School Counseling, 12(1), 1-8. https://doi.org/10.1177/2156759X0801200106 

Taylor, R., & Francis Group. (2011). Working with immigrant families: A practical guide for counselors (A. Zagelbaum & J. Carlson, Ed.) Family Therapy and Counseling Series, 1-19. https://doi.org/10.4324/9780203879283

Meyer, K., Sears, S., Putnam, R., Phelan, C., Burnett, A., Warden, S., & Simonsen, B. (2021)
This article focused on how teachers and schools can apply PBIS practices in the classroom to support students with disabilities. The authors used a qualitative research approach, pulling from real-world classroom observations and field experiences across multiple school sites. Participants included educators who implemented PBIS strategies in inclusive classrooms. The purpose of the study was to highlight key practices that support positive behavior and academic engagement. Through descriptive analysis, the authors identified classroom-level strategies like visual expectations, consistent routines, and positive reinforcement as crucial for helping students succeed behaviorally and socially.

Guzman, C., Goldberg, A., & Swanson, M. (2020)
This national study aimed to better understand how school counselors use Behavior Intervention Plans (BIPs) and what barriers they face in the process. Using a quantitative survey method, the researchers collected data from over 400 school counselors across the United States. Participants answered questions about their roles, confidence, and training related to BIPs. The findings showed that while many counselors are involved in BIP development and implementation, a significant number report feeling underprepared and lacking support. The study emphasizes the need for stronger training and clearer frameworks to help school counselors effectively manage student behavior through BIPs.

Guzman, C., Goldberg, A., & Swanson, M. (2020). The use of behavior intervention plans (BIPs) by school counselors: A national survey. Journal of School Counseling, 18(20), 1–33. https://files.eric.ed.gov/fulltext/EJ1270339.pdf

Meyer, K., Sears, S., Putnam, R., Phelan, C., Burnett, A., Warden, S., & Simonsen, B. (2021). Supporting students with disabilities with positive behavioral interventions and supports in the classroom: Lessons learned from research and practice. Beyond Behavior, 30(3), 169–178. https://doi.org/10.1177/10742956211021801

Simonsen, B., Myers, D., & Briere, D. E. (2021). An exploration of the relationship between PBIS and discipline outcomes for students with disabilities. Remedial and Special Education, 43(5), 288–303. https://doi.org/10.1177/07419325211063490