Description

Upon completion of this conference, participants will be able to:

1. Examine how academic pressure impacts adolescent mental health among
   high-achieving students.
2. Describe how Self-Determination Theory and Family Systems Theory help
   explain the relationship between academic pressure, family expectations, and
   student well-being.
3. Identify ways schools can redefine “risk” beyond academic performance to
   better recognize hidden emotional distress

Presenter Bio

Diamond Kalukango is a doctoral candidate in the University of Kentucky’s College of Social Work doctoral program. She earned her Bachelor of Social Work degree from Albany State.
University (2019) and her Master of Social Work degree from Valdosta State University (2021). While at Albany State University, Kalukango served as President of the Phi Alpha Social Work
Honor Society, demonstrating early leadership and commitment to the social work profession. Kalukango currently serves as a high school social worker at Carver Early College within Atlanta Public Schools, where she provides comprehensive mental health support and implements school-based interventions for students navigating academic and socioemotional challenges.

Kalukango’s research focuses on academic pressures, high-achieving students, family systems, and school mental health. Her capstone project, Hidden Achievement and Hidden Distress: Redefining Risk in Education Through the Lens of Academic Pressure and Adolescent Mental Health examines how traditional definitions of student risk often overlook high-performing adolescents who internalize stress and emotional distress. This work aims to inform professional development, training, and workshop initiatives for educators and school-based professionals seeking to more effectively identify and support students experiencing hidden vulnerabilities. Kalukango’s professional interests include trauma-informed practice, social-emotional learning, and strengthening family-school partnerships to promote student well-being and resilience. She is committed to translating research into practice through collaborative engagement with educators, administrators, and community partners to advance mental health support in school settings.

Delivery Method: Live Interactive Training via Zoom Video Conferencing

Credit Hours: 1.0 (ACE)

Target Audience: This conference is intended for social workers and students.

Accreditation: University of Kentucky College of Social Work, Provider # 1377, is approved as an ACE provider to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Regulatory boards are the final authority on courses accepted for continuing education credit. ACE provider approval period: 9/29/25-9/29/28. Social workers participating in this conference will receive up to 15 general continuing education credits.

Claiming CE Credit: Instructions for claiming CE credit will be disseminated at the beginning of each session.

Questions: If you have any questions regarding CE credit or to report a grievance, please contact Christina Krantz at Christina.Krantz@uky.edu. For technical assistance, please contact lmshelp@uky.edu.

Disclaimer: The views and opinions expressed in these presentations are those of the individual presenters and do not necessarily reflect the official policies or positions of the University of Kentucky or the College of Social Work. The inclusion of any topics, perspectives, or discussions is intended for academic engagement and does not constitute endorsement by the institution.