Date of Award
Summer 7-14-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Major
Educational Studies
First Advisor
Susan Rauchwerk
Second Advisor
Valerie Shinas
Third Advisor
Dien Ho
Abstract
This dissertation grounded in a dual-theoretical framework of Bandura's Self-Efficacy Theory and the Black Panther Party’s Revolutionary Theory of CommunityEmpowerment presents a systematic review of the literature exploring how high school students impacted by trauma, poverty, and systemic inequities utilize self-efficacy to remain engaged in learning, especially when immediate access to school-based mental health support is limited. 150 research articles across educational, psychological and sociopolitical domains were screened and 28 articles were analyzed to answer the three guided research questions:
1. How do mental health challenges affect high school students’ academic engagement?
2. How do high school students with self-efficacy manage their behavior and focus during class?; and What coping mechanisms can support high school resilience in educational settings?
3. Foundational literature on trauma including adverse childhood experiences, anxiety, and academic pressure helped shape the studies included in the systematic literature review.
Data analysis focused on students’ capacity for emotional regulation, resilience, coping, how students develop self-agency and how and in what ways they use community and peer-based strategies in the absence of timely professional interventions. The COVID-19 Pandemic further contextualizes these dynamics, amplifying disparities in mental health access and educational readiness. Findings highlight the need for collaborative and collective supports. Research analyzed shows that students navigate distress through adaptive strategies such as peer support, mindfulness, and problem-solving. The review identifies trauma-informed, culturally responsive practices that can be embedded into school systems to support student well-being. This research offers insights for educators, administrators, and policy makers seeking to humanize schools, affirm student strengths, and build environments that foster structures and systems that promote equity and safety within the academic setting. Ultimately, the study shows that when students’ self-efficacy is nurtured alongside collective support, even those facing significant adversity can thrive in school settings.
Recommended Citation
Ritter-Meserve, Chantal, "The Clock is Ticking: A Systemic Review of the Literature Informing High School Student Self-Agency in Managing Mental Health Issues for the Purpose of Staying in Class and Learning" (2025). Educational Studies Dissertations. 8.
https://digitalcommons.lesley.edu/educational_studies_dissertations/8
