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While research has suggested that addressing multiple needs simultaneously may increase the chances for positive labor force outcomes, few studies have explored a multi-pronged approach to assist individuals with jumping off the benefits cliff. The purpose of the current study is to explore the potential of a Career Pathway program designed to supplement benefits for those who "jump off the benefits cliff." This study will employ qualitative impact assessment protocol (QuIP) and observational methods to assess the implementation of the career pathway program through (1) observation, (2) focus groups with service providers and program stakeholders, and (3) semi-structured interviews with program participants. Qualitative thematic analysis will be employed to analyze responses disaggregated by the various service providers and program participants. Codes and themes generated from the analyses will be compared both within the groups of service providers and participants and between the groups.

Teachers play a critical role in school mental health. They aid in the identification and referral of students in need of mental health services and are key players in implementing interventions. Nevertheless, teachers often lack the education and training needed to support youths' mental health. Increasing teachers' mental health literacy (MHL) is recognized as a needed area of focus in improving systems' responses to youths' mental health needs, yet no current tools assess teachers' complete MHL. A measure of MHL for in-service teachers based on current conceptualizations of MHL in the context of schools was developed and tested. The 24-item scale was tested in a sample of 407 full-time teachers in the United States and initial psychometric testing supports its use. The analytic strategy included an exploratory factor analysis (EFA), reliability analysis via Cronbach's a, and convergent validity analysis via zero-order correlations between the Teachers' MHL Scale and theoretically linked constructs. The final scale includes four subscales that measure teachers' understanding of how to promote well-being, recognize potential problems, link students in need to appropriate resources, and the link between well-being and school success. The underlying theory supporting the tool's development and suggestions for its use are discussed.