Presenter(s)

• Chloe Muller, PhD Student, University of Tennessee, Knoxville
• Kai Zhuang Shum, Assistant Professor, University of Tennessee Knoxville
• Sophie Kronenberger, Graduate Student
• Amber Rosamond, University of Tennessee
• Xiao-Yin Chen, Assistant Professor, University of Tennessee, Knoxville

Abstract

This poster explores International Baccalaureate (IB) Diploma Programme teachers' perspectives on program strengths, barriers, and student support needs through focus groups with ten teachers. Thematic analysis revealed that while IB fosters critical thinking and college readiness, students face mental health strain, social competition, and rigid course structures. Teachers identified help-seeking, time management, and reflective practices as key coping strategies among successful students. These findings will inform a brief, evidence-based intervention targeting student resilience and well-being. Results offer practical guidance for school psychologists, IB coordinators, administrators, and teachers seeking to balance academic rigor with student mental health in accelerated curricula.