Diane Kratt is director of clinical experiences and partnerships at Florida Gulf Coast University's College of Education. She is a 20-year veteran of K-12 education and currently works with student teachers.
She uses her research to focus on expanded school mental health, which is integrated into her teaching of pre-service teachers and in her work throughout the community.
Areas of Expertise (8)
Professional Development Schools (PDS)
Teacher's Role in Expanded School Mental Health
Inclusive Classroom Environment
Field Experience and Student Teaching
Student Field Experience
Florida Gulf Coast University: Ed.D., Curriculum & Instruction 2016
Concentration : Special Education
Concordia University: M.A., School-age Child Development 2005
University of South Florida: B.S., Elementary Education 1989
- College of Education Annual Children and Youth Mental Health Conference : Founder, Chair
- National Professional Development Schools Association : Member
- National Alliance on Mental Illness (NAMI) : Member, Former Executive Board Member
- Mental Health Education Integration Consortium (MHEDIC) : Member
- Mental Health First Aid (Youth) : Certified Instructor
- Florida Educator Certification in Elementary Education (K-6), Special Education (K-12), and Middle Grades Interdisciplinary (5-9). Florida Educator Endorsements in ESOL and Gifted Education
- Cultural Responsiveness and Equity for the Center for School Mental Health : work group member
- Best Buddies : Faculty advisor to Student Organization
Selected Media Appearances (3)
Longer school days for Charlotte County students on the horizon
Diane Kratt: "It is really important to balance the time that [the students] are in an instructional setting, and the time that they're spending in unstructured [settings]."
FGCU, FSW education graduates won't let Parkland school shooting deter them
News - Press
Diane Kratt talks about FGCU's College of Education's redesign of its field experience program.
Ask the Expert: Conference addresses student mental health
The News-Press print
Diane Kratt talks about Florida Gulf Coast University's annual Children and Youth Mental Health Conference.
Selected Event Appearances (3)
Redesigning Early Field Experiences
National Association of Professional Development Schools Conference. February 2019 Atlanta, GA
Teachers’ perspectives on educator mental health competencies: A case study
Advancing School Mental Health Conference. October 2017 Washington, DC
Community collaboration for promotion of social change in children’s mental health
Southern Association for Counselor Education and Supervision National Conference. October 2016 New Orleans, LA
Research Focus (1)
Expanded School Mental Health
Expanded school mental health promotes the idea that everybody’s well-being is important, and schools are an ideal place to serve all children and youth. It includes a full continuum of prevention, early intervention, and treatment possibilities. A main emphasis of expanded school mental health is the belief that student well-being is a shared responsibility among all school personnel, community mental health providers, and families. Therefore, everyone working in schools can help, not just the school mental health professionals. Together we can address the mental health needs of students and reduce barriers to learning.
Selected Research Grants (1)
Giving back and looking forward: Enhancing and diversifying STEM teaching in Southwest Florida through recruitment and mentorship of homegrown talent
NSF - Robert Noyce Teacher Scholarship Program, Phase I $945,015
May 2016 – April 2021
Frost, L. PI; S. Cooper, K. Johnson, D. Kratt, co-PIs; B. Johnson, T. Kunberger, Sr. Personnel
Selected Articles (2)
Given the prevalence of children’s mental health disorders, teachers’ roles have expanded to include identifying students with mental health needs and delivering mental health interventions. However, teachers rarely receive mental health training. This study’s purpose was to explore teachers’ perspectives on an educator mental health competency framework proposed by a group of researchers using the following questions: (a) how the competencies could guide and inform their practice; (b) how the teachers would react if the competencies were adopted; and (c) what suggestions they had for improving the competencies. The participants’ responses indicated that they needed more knowledge on mental health and larger systems of support to increase their classroom effectiveness. Overall, the teachers supported the adoption of the competencies but had reservations regarding the necessary training and implementation process. Although the participants did not provide direct suggestions on revisions to the competencies, they did imply suggestions. Findings support the use of the mental health curriculum framework in the development of teacher mental health training. Several implications for practice are proposed including the addition of mental health curriculum in teacher preparation programs and the necessity for school administrators to create a school culture and infrastructure to effectively support school mental health.
Children’s mental health can be a barrier to school success. School-based mental health services exist and research has shown positive results with the implementation of them. However, students spend the majority of their school time with a teacher and very little research exists on the role of a teacher in regards to students with mental health conditions. In this study, a college student shares his life-long experiences on being a student living with anxiety. What can educators learn from someone like him?