Search

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 α, 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. Practitioner Points: Increasing teachers' mental health literacy (MHL) is recognized as a needed area of focus to improve systems' responses to youths' mental health needs, yet no current tools assess teachers' complete MHL.Teachers' MHL is a multidimensional construct that includes promoting well‐being, recognizing potential problems, linking students to resources, and believing students with mental health needs can learn.The Teachers' MHL Scale is a 24‐item scale that can be used to measure in‐service teachers' MHL, gauge teachers' needs, support their professional development, and guide ongoing efforts to engage educators in school mental health. [ABSTRACT FROM AUTHOR]

Objective: Research has demonstrated the effectiveness of interventions to reduce organizational skills deficits and homework problems, including the clinic-based Organizational Skills Training (OST-C) program (Abikoff et al., 2013). In this study, OST-C was adapted for schools as a small-group (Tier 2) intervention delivered by school partners (OST-T2). Method: The study was conducted in 22 schools serving students from diverse backgrounds. Students (n = 186; 122 male) in Grades 3–5, ages 8–12 (M = 9.7 years; SD = 0.88) with organizational skills deficits referred by teachers were enrolled. Schools were randomly assigned to OST-T2 or treatment as usual with waitlist. OST-T2 consisted of sixteen 35-min child sessions, two caregivers, and two teacher consultations. Outcomes were evaluated with longitudinal mixed effects modeling at posttreatment, 5-month and 12-month follow-up using caregiver and teacher reports of organizational skills, homework, and academic performance. Results: OST-T2 resulted in reductions in organizational skills deficits on caregiver and teacher report (p <.001) at posttreatment and 5-month follow-up (effect sizes [ES], Cohen's d = 0.96, 1.20). Findings also revealed a reduction in caregiver-reported homework problems at posttreatment and 5-month follow-up (p <.001, ES = 0.60, 0.72), and an improvement in teacher-rated homework at posttreatment (p =.007, ES = 0.64). Effects were attenuated at 12-month follow-up. The effects of OST-T2 on academic measures were not significant. Conclusions: Findings provide evidence for the immediate and short-term effectiveness of OST-T2 delivered by school professionals. What is the public health significance of this article?: This study demonstrated the effectiveness of organizational skills training provided by school professionals for students ages 8–11, with teacher-identified organization, time management, and planning difficulties. [ABSTRACT FROM AUTHOR]

The Mental Health of Youth Story (MYSTORY) study is a community-university partnership study which involved photovoice and consultation with young people. The MYSTORY study aimed to: (1) better understand adolescents’ perspectives on youth and school mental health and suicide prevention, and (2) communicate insights to schools and the wider community. In this article, we explored adolescents’ experiences of engaging with the MYSTORY study. Reflexive thematic analysis supports the MYSTORY study as a youth-centered study, which involved reflection, discussion and sharing of mental health perspectives and experiences within the study and community contexts. Study engagement was associated with feelings of pride, accomplishment, and connection. This study makes a novel contribution to understanding adolescents’ engagement in photovoice research exploring youth and school mental health, from the perspective of adolescents. Findings are relevant to researchers in wider mental health fields and practitioners interested in mental health promotion and suicide prevention in applied settings. [ABSTRACT FROM AUTHOR]

Brief, school-based mental health interventions hold promise for reducing barriers to mental health support access, a critical endeavor in light of increasing rates of mental health concerns among youth. However, there is no consensus on whether or not brief school-based interventions are effective at reducing mental health concerns or improving well-being. This systematic review and meta-analysis aims to provide consensus and determine directions for future work. Articles were included if they examined a brief (≤ four sessions or 240 min of intervention time) psychosocial intervention, were conducted within a Pre-K through 12th-grade school setting, included at least one treatment outcome evaluating mental health or well-being, and were published since 2000. A total of 6,702 papers were identified through database searching, of which 81 papers (k studies = 75) were ultimately selected for inclusion. A total of 40,498 students were included across studies and a total of 75 unique interventions were examined. A total of 324 effect sizes were extracted. On average, interventions led to statistically significant improvements in mental health/well-being outcomes versus control conditions up to one-month (g =.18, p =.004), six-month (g =.15, p =.006), and one-year (g =.10, p =.03) post-intervention. There may be benefits to brief school-based interventions from a preventative public health standpoint; future research may focus on how to optimize their real-world utility. Prospero pre-registration: CRD42021255079. [ABSTRACT FROM AUTHOR]

Teachers are critically involved in the delivery of school-based mental health promotion (SMHP) interventions in school, though pre-service teacher education often leaves teachers feeling underprepared in this area. Thus, understanding how best to build teachers' capacity for delivery through effective professional development (PD) is essential for teachers to fulfill their role as delivery agents to achieve SMHP outcomes. This systematized review focuses on identifying components of high-quality teacher PD for SMHP and examining the empirical support for these components. In a two-phase analysis, we examined the descriptive literature regarding teacher PD for SMHP to identify common elements. This resulted in the identification of components relevant to training (interactive, guided by staff input) and technical assistance (TA), including the goals (skill development, motivation, generalization/adaptation), approach (collaborative, individualized, data-driven, strengths-based), and activities (modeling, performance feedback, reflection, problem solving) involved. A second phase focused on the examination of empirical evidence for these PD components. While the empirical evidence for these components was limited, the identified components represent a current standard of practice in teacher PD for SMHP, based on the existing research. These components may provide a framework for practical use in planning teacher PD related to SMHP and for designing future research into effective capacity building in this area. [ABSTRACT FROM AUTHOR]

Poor mental health in childhood and adolescence has a significant impact on both physical and mental health throughout life. However, growing evidence suggests that current levels of child and adolescent mental health (CAMH) care are insufficient to meet the needs of many children and adolescents in the United States as evidenced by increasing rates of mental health problems, inequities in diagnosis, and inaccessibility of services. This article provides a discussion of current problems in CAMH and school mental health services and emphasizes a developmental perspective of CAMH, including the co‐occurrence of school difficulties and mental health concerns. A universal design for learning framework for school‐wide mental health programs is suggested as a means of addressing barriers to care and promoting prevention and early intervention in CAMH. Practitioner Points: Mental health inequities and barriers to access make it difficult for children and adolescents to receive needed services.School mental health (SMH) services have been shown to improve educational and health‐related outcomes for students but there is room for improvement.An SMH program that employs a universal design for learning framework would benefit students, their families, and educators by increasing the accessibility of information for individuals across levels of ability. [ABSTRACT FROM AUTHOR]

Background: Despite emerging evidence for the effectiveness of school‐based suicide prevention programmes worldwide, there are few being implemented in the United Kingdom, and their social validity (i.e., the feasibility, acceptability, and utility) is not yet known. Aims: We aimed to conduct a scoping study to determine: (1) the social validity and potential benefits of school‐based suicide prevention interventions, (2) the perceived need for such interventions, and (3) barriers and facilitators to implementation. Sample and Methods: A total of 46 participants took part. Semi‐structured interviews were conducted with mental health professionals (N = 8), school staff (N = 8), and parents whose children had experienced suicidal ideation/behaviours (N = 3) in England. Focus groups were also completed with children and young people (N = 27) aged 15–18 across three state secondary schools. Data were analysed using thematic framework analysis. Results: Three themes were identified: (1) the need for and importance of suicide prevention in children and young people, (2) schools as a setting for delivery, and (3) key components of suicide prevention programmes. Conclusions: Participants overwhelmingly agreed that there is a need for a greater and more consistent emphasis on school‐based suicide prevention. School appears to be an acceptable location for suicide prevention, and participants felt discussions about suicide should begin at the start of secondary school. However, there are potential barriers that need to be considered, including tailoring for neurodiversity, challenging cultural/family beliefs and stigma, managing personal experiences of suicidal thoughts or previous bereavement from suicide, and a lack of existing training for school staff. [ABSTRACT FROM AUTHOR]

Objective: This systematic review used established rating criteria to describe the level of evidence for interventions aimed at preventing or reducing bullying perpetration and victimization in schools, synthesized the evidence for students from racially and ethnically diverse backgrounds, and reviewed the literature for available information to conduct an economic analysis of the interventions. Methods: Major databases, gray literature, and evidence-base registries were searched to identify studies published from 2008 through 2022. The authors rated antibullying intervention models as having high, moderate, or low evidence depending on the number and rigor of studies with positive findings. Results: Overall, 80 articles reporting on 71 original research studies describing a total of 48 antibullying interventions met the inclusion criteria for this review. Two schoolwide interventions received a high-evidence rating: the KiVa (Kiusaamista Vastaan) Antibullying Program and the Friendly Schools program. Multilevel interventions with components at the levels of school, classroom, and individual student most consistently showed strong evidence for reducing bullying behavior in elementary and middle school grades. Four interventions yielded positive effects in reducing bullying and victimization among diverse samples of students. Conclusions: Antibullying interventions can reduce bullying in schools. Some interventions show effectiveness with students from racially and ethnically diverse backgrounds. The gains relative to per-student costs were in the range that is considered cost-effective. Most implementation costs are spent on staff training and support. Research on successful implementation of whole-school interventions and additional synthesis of evidence pertaining to program structures would further advance the antibullying evidence base. [ABSTRACT FROM AUTHOR]

Objective: Disruptive and distracting behaviors in the classroom, from off-task to aggressive behaviors, negatively affect academic engagement and achievement and can lead to more serious problems, including mental health conditions and substance use disorders. The goals of this systematic review were to assess the level of evidence, using established rating criteria, for interventions aimed at preventing or reducing disruptive and distracting classroom behaviors; identify program components common to multiple interventions; synthesize the evidence in regard to students from different racial-ethnic groups; and conduct an economic analysis of these interventions. Methods: A search of major databases, gray literature, and evidence base registries was conducted to identify studies published between 2008 and 2022. The authors rated interventions as having high, moderate, or low levels of evidence of effectiveness on the basis of the number and rigor of studies with positive outcomes. Results: Of the 27 interventions identified across 65 studies (N=73 articles), six interventions received a high or moderate evidence rating. The Good Behavior Game was the most frequently studied intervention. Many interventions shared similar program components, including behavioral management, classroom management, emotional-cognitive processes, and skills acquisition. Most articles (86%) were focused on elementary school students. The four interventions rated as having high evidence of effectiveness also showed generally positive outcomes in studies conducted in school settings with racial-ethnic diversity. No studies met the criteria for inclusion in an economic analysis. Conclusions: With greater use and more research, interventions focusing on reducing disruptive and distracting behaviors have the potential to promote student well-being and prevent mental health conditions. [ABSTRACT FROM AUTHOR]

The current youth mental health crisis has highlighted a substantial unmet need for effective, accessible, culturally sensitive mental health services and interventions. Schools have the potential to address this gap through the provision of evidence-based mental health interventions and services that meet the needs of their diverse student bodies. The National Institute of Mental Health (NIMH) supports school mental health research that relies on partnerships between academic researchers and school communities to develop optimized interventions that bridge the research-to-practice gap. This article highlights current NIMH priorities in school mental health research and provides additional context for recent federal investments targeting the expansion of school-based mental health infrastructure and interventions. [ABSTRACT FROM AUTHOR]

This article highlights an ongoing academic-community partnership between university researchers and City Year Miami, the local site of a national education non-profit serving the nation's third-largest school district. AmeriCorps Members (ACMs) serve as small-group interventionists and behavior/attendance coaches for the county's lowest performing students. Collaboration with City Year Miami supplemented their routine workforce support with trainings (n = 18) for City Year Miami Team Leaders (TLs) and ACMs focused on youth mental health. Trainings emphasized the Cognitive Triangle by highlighting how to bring compassion and intentionality to their work with students, school partners (e.g., teachers, teammates, and administrators), and their own self-care. We present our collaboration, the training model, and process data representing three layers of organizational voice that informed iterative revisions and refinement to the training model. Data sources (n = 45 TLs and ACMs) highlight what was learned from each group (TLs, ACMs, and leadership) and include: (1) pre-training survey data, (2) training-generated data such as attendance and exit slips, (3) post-training survey data measuring intent to use training content, and facilitators and barriers to use, and (4) meeting-generated data from formal (planned, agenda-driven) and informal (impromptu) partner discussions. Emphasis is placed on the role of City Year Miami organizational leaders and providers at all stages of research and implementation, as well as lessons learned in this community-partnered, school-engaged work, including takeaways related to positionality, partnership, and research. [ABSTRACT FROM AUTHOR]

Public schools are a major provider of mental health services for children in the US. Mental and behavioral health services range from universal programming to individualized clinical supports to address student needs. These services in schools are delivered by various professionals including non-teaching and teaching school personnel, school-employed clinicians, and/or contracted community mental health partners. Provision of mental health services requires complex coordination of providers across disciplines, although few professionals have training in multidisciplinary collaboration strategies. Attention to team processes, such as delineating team members' roles, improving communication, and identifying collaboration strategies, may impact the effectiveness of evidence-based mental health service provision in real world settings. One intervention, Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS), has been used in healthcare with positive outcomes and has been adapted to educational settings. The current paper describes the community-partnered subsequent adaptation of TeamSTEPPS for schools. Needs assessment interviews identified challenges, successes, and goals for student mental health. Overarching themes extracted from interviews include limited resources at multiple levels (e.g., financial support, time, and personnel), communication challenges, and poor role clarity. A community advisory board provided guidance during the adaptation and implementation planning process. Adaptations to the intervention included tailoring the intervention to the school context and the development of flexible training plans. In addition, individualized implementation plans were developed with each school partner to mitigate foreseeable barriers to rolling-out TeamSTEPPS. Our team is currently piloting the adapted TeamSTEPPS intervention and implementation strategies in partnership with three school districts. [ABSTRACT FROM AUTHOR]

Implementation of evidence-based interventions (EBIs) in under-resourced schools serving ethnic and racial minority youth is challenged by intervention, individuals', and setting characteristics. Engaging community members in equitable partnership improves implementation outcomes and provides resources (e.g., workforce capacity, funding), but can be time intensive. Rapid and rigorous approaches for improving the implementation of EBIs in under-resourced schools is necessary to address youth mental health needs. In this paper, we describe a 6-week internship program for high school students (n = 8) that used community-based participatory research (CBPR) and user-centered design (UCD) principles to adapt a cognitive behavioral skills curriculum. We assessed the process by categorizing barriers discussed and addressed using the Consolidated Framework for Implementation Research, and qualitatively exploring youth perceptions of the adapted curriculum. Barriers included intervention complexity, intervention design, communication, and resource availability. Adaptations focused on design simplification (e.g., renaming the curriculum TEB: Thoughts, Emotions, Behaviors) and dissemination strategies (e.g., creating social media content). Thematic analysis of intern interviews revealed the adapted curriculum as appropriate for students, helpful, and broadly applicable. Interns also expressed ownership over the curriculum and provided recommendations for future implementation. Overall, our study suggests the following: (1) CBPR and UCD can be integrated to adapt EBIs for racial and ethnic minority youth in school settings; (2) UCD principles can expedite the adaptation process; (3) design participation fosters a sense of ownership; (4) youth involvement in the design process can spur support from other stakeholder groups including policymakers; and (5) engaging youth as co-creators requires financial and human resources. [ABSTRACT FROM AUTHOR]

Bridging Mental Health and Education (BRIDGE) is an evidence-based model for embedding teacher consultation and coaching activities into school-based mental health clinicians' regular workflow. Here we describe the process of adapting BRIDGE in partnership with a large urban school district and a local managed care organization during a large-scale implementation effort. We also report the feasibility and perceived effectiveness of the adapted training and consultation model as reported by clinicians in one school year. Over 93% of trained clinicians (n = 75) initiated coaching sessions with assigned teachers. Eighty-five percent of coaching sessions were completed as scheduled (n = 505 of 592). After the completion of coaching visits, clinicians attended bi-weekly virtual group sessions for two months. Ninety percent of virtual group sessions were completed as scheduled. Clinicians indicated high levels of satisfaction and high likelihood of using BRIDGE in future. Additionally, clinicians' self-reported knowledge of BRIDGE practices and their comfort with training others in these evidence-based classroom practices improved from pre- to post- training and coaching. Expert coaches indicated that clinicians' knowledge of BRIDGE strategies, commitment to BRIDGE consultation, and likelihood of continuing to use BRIDGE strategies were high. These findings suggest that the adapted BRIDGE model is feasible and was perceived to be effective. We share lessons learned related to community-partnered, school intervention adaptation and implementation. [ABSTRACT FROM AUTHOR]

Background: Educators in rural schools are uniquely situated to address youth mental health disparities, yet often face challenges in delivering mental health supports. This paper describes the process of adapting the evidence-based Coping Power program, a small group prevention program for youth with aggressive behavior problems, to be a two-tiered (Tier 1 and Tier 2), transdiagnostic intervention to improve fit and feasibility for rural upper elementary and middle schools. Method: Identified challenges with the Coping Power program for rural areas included program length, substantial staffing and resource requirements, lack of universal programming, low caregiver engagement, and co-occurring problems. Initial adaptations included a classroom and small group format implemented by school staff, teacher consultations integrated into coaching and co-facilitation, and a technology-supported caregiver component. Implementer feedback forms, coaching notes, and individual interviews informed the iterative development and feasibility testing process. Results: Between 2019 and 2023, thirteen schools across six rural districts implemented the program. Student curriculum revisions included order and relative emphasis of content, classroom and small group overlap, necessary simplification of concepts, improved contextualization to the rural setting, and the addition of student workbooks. Supports for implementers included fully developed lesson plans and slides, a comprehensive implementation manual, video lesson overviews, action-focused training, and a 3-session coaching model to support implementer preparation and sustain motivation. Teacher and caregiver infographic text "nudges" were improved to promote generalization of concepts across settings. Discussion: By partnering with school-based implementers, the adapted program holds promise to be more feasible and appealing for rural schools than the original model. This fully developed program is now ready for larger-scale testing in rural schools. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic exacerbated students' mental health challenges worldwide, including in the Philippines. This paper explores the University of the Philippines' response to this crisis, a crucial endeavor given the country's limited mental health resources. This paper reviews the relevant documents to the mental health initiative, titled "Sandigan, Sandalan," which sought to empower university stakeholders to advocate for mental and address mental health needs despite resource constraints and the university's vastness. The authors also share their experiences and insights in the program. This program is one of the few university mental health programs that were documented in the Philippines after the legislation of the Philippine Mental Health Act and during the COVID-19 pandemic. Key recommendations arising from this experience include enhancing program visibility, fostering stakeholder collaboration toward a clear set of program objectives, leveraging mental health expertise, empowering stakeholders, and designing replicable program models for the different campuses of the university. The initiative underscores the vital role that educational institutions can play and provides valuable insights into supporting students' mental well-being amid large scale challenges in low-resource settings. [ABSTRACT FROM AUTHOR]

Despite robust evidence supporting exposure‐based interventions for anxiety disorders in youth, these treatments are often underutilized, implemented with low fidelity, and delivered in an unnecessarily cautious manner. Few studies have examined important implementation variables (e.g., knowledge, training, perceptions) related to using exposures in schools. A national sample of school psychologists (N = 318) working in K‐12 public schools reported on their knowledge, training, perceptions, confidence, and use regarding exposures. Over 50% of respondents reported they do not use exposures. Only slightly more than half of the respondents received training in exposures through graduate coursework. Eighty percent endorsed negative beliefs about exposures, with nearly 50% expressing concern about acceptability of the intervention by parents. Barriers to delivering exposures within schools endorsed included inadequate time (79% of sample), training (61%), and access to training materials (51%). Implications for training, practice, and research in school psychology are discussed. Practitioner Points: This study documents school psychologists' training in and experiences with using exposures, a critical intervention component to address anxiety.The majority of school psychologists in the sample reported at least some knowledge and training with exposures, though the quality of training was identified by many as suboptimal.The majority of school psychologists expressed limited confidence in their ability to effectively deliver exposures in school and more than half the sample endorsed never using exposures in schools. This study informs future directions for training of school psychologists. [ABSTRACT FROM AUTHOR]

School mental health (SMH) teams have been widely recommended to support multi-tiered mental health program implementation in schools. Available research suggests emerging best practices that promote effective SMH teaming and indicates the importance of having team members who are highly engaged (e.g., actively involved, retained on the team). Despite evidence that these factors improve team functioning, there is limited knowledge of SMH team prevalence, best practice use, and factors impacting member engagement among a diverse sample of elementary schools. This study surveyed a cross-sectional sample of elementary principals (n = 314) across the United States whose schools implement multi-tiered SMH programs. Most principals (89%, n = 280) reported using teams to organize these programs. Schools in urban/suburban communities, with 300 or more students, or with specific school funding for SMH activities were more likely to have SMH teams. Only one-third of principals reported that their team members participated in related training. Other SMH team best practices were commonly reported (by two-thirds or more teams). Results of a linear regression model indicate that larger teams (six or more members) and teams with access to resources had significantly higher member engagement scores. The study's findings provide recommendations for practice and future research directions. [ABSTRACT FROM AUTHOR]

Mental health literacy (MHL) programs, which aim to improve knowledge, reduce stigma and promote help-seeking behavior, are a promising approach to meeting the growing mental and behavioral health needs of youth. This study aimed to understand the relational impacts of a MHL curriculum on students and teachers. A MHL curriculum was delivered in middle school classrooms across 11 schools in two diverse school districts in the Mid-Atlantic and Southeast regions. Fifteen teachers and counselors who delivered the MHL curriculum participated in focus groups to describe their experiences using the curriculum and perceptions of its impact. Qualitative focus group data were analyzed via team-based inductive thematic analysis following a grounded theory approach. Findings indicate that educators perceived the universal school MHL program to have a positive impact on relationships amongst students and between students and teachers. Participants reported that the MHL curriculum helped to open conversations about mental health and related topics by developing common language and providing an opportunity to model vulnerability. Having these conversations improved classroom rapport and helped teachers develop deeper connections with students. As a result, teachers and students achieved greater empathy and students advocated more for themselves and their peers. Implications for integrating MHL programs into multi-tiered frameworks in schools to expand access to mental health supports are discussed. [ABSTRACT FROM AUTHOR]

To meet the requirements of the 21st century school, it would therefore seem necessary to rethink how mental health is organized and particularly within the physical learning environment. This has been done in Quebec, Canada, where 'flexible' seating allow students to choose where they sit and work during the day. Student-student and student-teacher exchanges also have an impact on the mental health of children in school. Indicators of mental health were studied among 107 students in three flexible seating group and three fixed seating group. Two models were created based on gender, and Student T-tests were used for two databases. Another database for teachers was analyzed descriptively by group. Girls in the flexible seating group had lower scores for internalizing problems, inattention/hyperactivity, school problems, and emotional symptoms compared to girls in the fixed seating group. For boys, there was a decrease in school problems alone and an increase in the other variables. For teachers, there was an upward trend in median scores in the flexible seating group. In general, classroom layout appears to have played a role in the students' school mental health and a particularly beneficial role for girls. In practice teachers should consider that some of their students may not feel comfortable in a flexible layout. More support and help from the teacher to these students could help them to cope with the changes brought by flexible seating. Beyond the students' comfort, for teachers, this would allow them to meet their students' needs through differentiated instruction and differentiated learning. [ABSTRACT FROM AUTHOR]

This review evaluates the strength of evidence for school-based mental health and suicide prevention programs that meet the legal eligibility criteria of the Suicide Training and Awareness Nationally Delivered for Universal Prevention Act of 2021 (STANDUP Act). Included studies were aggregated by program and a program's overall body of evidence was evaluated using the LEGEND system. Requirements for implementation were also documented. We identified 29 studies, which, when aggregated, encompassed 12 unique programs that meet the statute's evidence-based criteria. All four outcomes described in the statute were measured, with help-seeking being the most commonly measured. Two programs were assigned a high level of evidence in decreasing suicidal thoughts and behaviors. The findings serve as a resource for school officials in identifying evidence-based mental health and suicide prevention programs and understanding the resources needed for implementation. [ABSTRACT FROM AUTHOR]

Objective: We (a) describe the development of a hospital–school–community telepartnership (HSCT) program targeting suicidality crisis response implemented in the immediate aftermath of the COVID-19 pandemic, (b) report on service utilization outcomes from the first year and half of program implementation, and (c) share early lessons learned and implications for future directions. Method: Using program evaluation data collected from September 2020 to December 2021, demographic, usage outcomes, care coordination, and support outcomes are reported. Representative case vignettes are also illustrated. Results: Students (N = 258) were referred to the HSCT program for suicidality from partnering school districts in the large metropolitan area of Austin, Texas. Students referred were adolescents, 12 years of age and older (n = 196, 76%). Sixty-two (24%) of the students referred for suicidal ideation entered the HSCT program through urgent same-day assessment. Medication evaluations were offered for 125 (48%) of the students. The most frequently prescribed medications included antidepressants (e.g., SSRIs; n = 29, 64%). Program clinicians referred 12 (5%) students identified as high risk for suicide for hospitalization. Of the 258 total students, 212 (82%) were referred to community providers for therapy. Conclusions: By providing rapid access to crisis response with mental health specialists and care coordinators, at-risk students received timely evidence-based care and referral to mental health resources in their communities. Public Significance Statement: A hospital–school–community telepartnership program targeting suicidality crisis response was developed in Austin, Texas at the outset of the COVID-19 pandemic to increase rapid response and inter-agency care coordination for students in kindergarten through high school. The telepartnership program helped facilitate timely access to mental health support and referral care coordination to community mental health intervention services. [ABSTRACT FROM AUTHOR]

The Positive Outcomes With Emotion Regulation (POWER) Program is a transdiagnostic intervention for adolescents at risk of developing emotional disorders. The POWER Program was designed to be implemented in secondary schools, by school personnel with or without specialized mental health training, as a Tier 2 intervention. In this pilot study, the POWER Program was implemented by school psychologists and school psychologists-in-training and evaluated across four focal student participants using a multiple-baseline-across-participants single-case design. Program efficacy was assessed using systematic direct classroom observations of student negative affect and social engagement as well as student and caregiver ratings of emotional and behavioral symptoms. Program usability was assessed through rating scales completed by intervention facilitators and student participants. Overall, results provide evidence of the POWER Program's small- to large-sized effects on students' emotional and behavioral functioning as observed in the classroom and self-reported by students. In addition, results suggest implementation facilitators' and students' positive impressions of the program, evident in ratings of high understanding, feasibility, and acceptability across groups. Study limitations are highlighted with attention to opportunities to further refine and evaluate the POWER Program. [ABSTRACT FROM AUTHOR]

Black adolescent males use available mental health services at a disproportionately lower rate compared to males of other racial groups. This study examines barriers to school-based mental health resource (SBMHR) use among Black adolescent males, as a means of addressing reduced usage of available mental health resources and to improve these resources to better support their mental health needs. Secondary data for 165 Black adolescent males were used from a mental health needs assessment of two high schools in southeast Michigan. Logistic regression was employed to examine the predictive power of psychosocial (self-reliance, stigma, trust, and negative previous experience) and access barriers (no transportation, lack of time, lack of insurance, and parental restrictions) on SBMHR use, as well as the relationship between depression and SBMHR use. No access barriers were found to be significantly associated with SBMHR use. However, self-reliance and stigma were statistically significant predictors of SBMHR use. Participants who identified self-reliance in addressing their mental health symptoms were 77% less likely to use available mental health resources in their school. However, participants who reported stigma as a barrier to using SBMHR were nearly four times more likely to use available mental health resources; this suggests potential protective factors in schools that can be built into mental health resources to support Black adolescent males use of SBMHRs. This study serves as an early step in exploring how SBMHRs can better serve the needs of Black adolescent males. It also speaks to potential protective factors that schools provide for Black adolescent males who have stigmatized views of mental health and mental health services. Future studies would benefit from a nationally representative sample allowing for more generalizable results regarding barriers and facilitators to Black adolescent males use of school-based mental health resources.

The Social Emotional Health Survey-Secondary-2020 (SEHS-S-2020) is a well-studied option for assessing social emotional health to support students within a multitiered system of school support. While a growing body of literature supports the SEHS-S-2020 measure for assessing student covitality, there is less validation evidence specifically for middle-school-aged students. The present study aimed to fill this gap in the literature by examining its use for younger adolescents. Study participants were from two samples, including a cross-sectional sample with 9,426 students in Grades 7-8 from 32 counties in California and a longitudinal sample with 414 students in Grades 6-8 from two middle schools. Data analyses examined structural validity, internal consistency, measurement invariance, criterion validity, predictive validity, and response stability. Results indicate excellent fit indices for a four-level higher-order measurement model, with adequate concurrent and one-year predictive validity coefficients, supporting the use of the SEHS-S-2020 measure with young adolescents in middle school settings. The discussion focuses on implications for assessing students' psychosocial assets, universal school-based screening, and cultural and intersectionality considerations when interpreting SEHS-S-2020 responses.Supplementary informationThe online version contains supplementary material available at 10.1007/s40688-022-00411-x.

Interdisciplinary collaboration is critical to address the multiple and varied needs of students with social/emotional and behavioral (SEB) challenges. Yet little is known about the nature of collaboration between two specialist groups who commonly support them: behavior analysts and mental health specialists. Considering expectations for collaboration, and the potential challenges unique to this partnership, we conducted a series of interviews in the U.S. state of Tennessee to explore these specialists' experiences and perspectives around collaboration. We used a qualitative description approach, which led to identifying themes related to (a) specialists' preparation to collaborate, (b) facilitators and barriers to effective collaboration, and (c) supports needed to collaborate more effectively in their current roles. Specialists from both groups felt their pre-service training inadequately prepared them to collaborate with one another. They identified several factors that impacted their ability to meaningfully collaborate and expressed needs for cross-discipline education, collaborative conversations, and training on "soft skills" to partner more effectively. We highlight distinct and overlapping perspectives within and across themes between behavior analysts and mental health specialists and discuss implications for improving the quality of these important partnerships. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic quickly and significantly impacted students, schools, and communities. As part of a larger multisite study, the present investigation aimed to understand the effect of the pandemic-related switch to virtual schooling and virtual mental health services on youth. Specifically, this study aimed to explore the impacts of the pandemic on school administrators and staff, students, and families invested in supporting youth mental health. Focus groups were held in two disparate communities within the United States. Participants were members of two school mental health coalitions acting as key informants and included mental health program directors, school clinicians, parents of students, and community leaders. Data were analyzed using iterative rapid qualitative analysis. Salient themes include the role of family characteristics, communication, and infrastructure on use of virtual learning and virtual mental health services. Study findings indicate that fostering trust and increasing communication between school districts and families may ameliorate challenging policy transitions in future crises. [ABSTRACT FROM AUTHOR]

With the increased social-emotional needs of students since the COVID-19 pandemic, schools offer an opportunity to support student wellness and address needs. This article describes one district's efforts to develop a systematic, equitable, and collaborative continuum of supports. The district used Elementary and Secondary School Emergency Relief funding from the U.S. Department of Education to establish new initiatives and support for students experiencing mental health struggles. These initiatives and supports include hiring a school social worker, a multi-tiered systems of support (MTSS) framework, implementing universal screening tools for early identification and intervention, using data-driven decision-making, and incorporating progress monitoring efforts to document the impact of services and supports that have been provided to their students. As new initiatives with time limited funding often fail to make a lasting impact, using sustainability strategies is critical. This article describes the district's systematic, equitable, and collaborative approaches with sustainability considerations. We also describe barriers and next steps to assist other districts in planning for change. We conclude with a discussion of implications for practice and research. [ABSTRACT FROM AUTHOR]

As schools work toward addressing the youth mental health crisis, Student Assistance Programs (SAPs) can serve as a service delivery model to proactively offer a continuum of support. A SAP involves education and building awareness, prevention, early identification, referral, intervention, and guided support services. With the rising mental health need that was exacerbated by COVID-19, describing one district's efforts can assist other schools in planning their own continuum of support within a SAP. This article provides a case example of one district's efforts to create a system that integrates universal screening data and school and community support structures supporting students' wellness. We describe the district's continuum of support and early identification and intervention efforts, their systematic approach to integrating systems, and their teaming process. We will also report the percentages of students who are identified on wellness benchmarking and screening tools in addition to the percentage referred for additional support. We conclude by reviewing the implications for practice and future research. [ABSTRACT FROM AUTHOR]

Internalizing and externalizing problems are common targets for school mental health screening. Prior research supports the interpretation of scores from the Youth Internalizing Problems Screener (YIPS) and the Youth Externalizing Problems Screener (YEPS), which were developed separately yet intended as companion measures. We extended previous work by evaluating the psychometric defensibility of integrated measurement models that combined items from the YIPS and YEPS into a unified screener (YIEPS). Specifically, we evaluated (a) a unidimensional model, (b) a correlated-factors model with two latent variables representing internalizing and externalizing problems, and (c) a bifactor model with two specific factors—internalizing and externalizing—and a general factor representing global mental health problems. We then tested the reliabilities of the several factors from these models and the informational value added of the competing models. Results indicated the bifactor YIEPS model had the best data-model fit for representing the unified screener. However, exploratory analyses suggested an alternative bifactor model with three specific factors—parsing attention problems from externalizing and internalizing content—might be an even better fit for the data. Reliability findings suggested the general factor—representing global mental health problems—was the most psychometrically defensible. Future directions for research and practice are discussed. [ABSTRACT FROM AUTHOR]

This phenomenological study used individual interviews with ten graduate students in school counseling and school psychology to understand their experiences in a University-Church service-learning partnership to support PreK–12th grade youth in response to COVID-19. Most graduate participants identified as White/Non-Hispanic, and all youth served identified as Black. Hence, the study's purpose was to examine participants' (a) general perceptions of the program and (b) perceptions of how the program contributed to their multicultural competence and social justice-orientation. Findings reflect two broad themes for research aim one: (a) adaptive and holistic direct intervention skill development and (b) presence and connection with marginalized youth. Four broad themes emerged relative to research aim two: (a) multicultural attitudes and beliefs development, (b) multicultural knowledge development, (c) multicultural skill development, and (d) advocacy and allyship relative to social justice practice. Recommendations for school mental health training programs are offered. Impact Statement School psychology training programs have historically utilized community-based service-learning opportunities to cultivate graduate students' multicultural competence and social justice-orientation. However, few studies have examined outcomes associated with service-learning training initiatives using online didactic training, telesupervision, and experiential learning through telehealth service delivery. Because COVID-19 has resulted in graduate programs exploring remote methods of training mental health trainees, key findings illustrate the benefits of virtual service-learning opportunities for facilitating school mental health trainees' (including school psychology graduate students) capacity to provide accessible (i.e., telehealth), culture-centered academic, social–emotional, and behavioral support for minoritized families. [ABSTRACT FROM AUTHOR]

The purpose of this study was to understand how early career Women of Color (WOC) in school-based mental health fields experienced a structured, group-based approach to help them navigate the imposter syndrome. The researchers employed a case study design to examine the women's experiences. Findings revealed that participants developed critical consciousness about imposter syndrome, recognizing the systemic and oppressive underpinnings of the construct, and acquired helpful strategies for dismantling their experiences of imposter syndrome (e.g., gaining support from other women) in their professional lives. The authors conclude this paper with implications for future research among WOC in professional careers. [ABSTRACT FROM AUTHOR]

Research has consistently demonstrated the benefits of school mental health (SMH) services on the well-being of students. Administrators play an important role in the implementation and sustainability of SMH services within a school. However, school principals' perspectives regarding their role in SMH implementation are underrepresented in research examining the implementation of SMH services. The present study utilized a semi-structured interview format to examine principals' perceptions of their role regarding the implementation of SMH services in one Midwestern state. Four themes developed: (1) principals perceive SMH services to be beneficial due to increasing mental health needs; (2) principal involvement in SMH implementation varies; (3) critical staff promote SMH; and (4) systemic complexities exist related to SMH implementation and sustainability. Implications for practice, future research, and limitations are discussed. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic exacerbated students’ mental health challenges worldwide, including in the Philippines. This paper explores the University of the Philippines’ response to this crisis, a crucial endeavor given the country’s limited mental health resources. This paper reviews the relevant documents to the mental health initiative, titled “Sandigan, Sandalan,” which sought to empower university stakeholders to advocate for mental and address mental health needs despite resource constraints and the university’s vastness. The authors also share their experiences and insights in the program. This program is one of the few university mental health programs that were documented in the Philippines after the legislation of the Philippine Mental Health Act and during the COVID-19 pandemic. Key recommendations arising from this experience include enhancing program visibility, fostering stakeholder collaboration toward a clear set of program objectives, leveraging mental health expertise, empowering stakeholders, and designing replicable program models for the different campuses of the university. The initiative underscores the vital role that educational institutions can play and provides valuable insights into supporting students’ mental well-being amid large scale challenges in low-resource settings.

Teachers are critically involved in the delivery of school-based mental health promotion (SMHP) interventions in school, though pre-service teacher education often leaves teachers feeling underprepared in this area. Thus, understanding how best to build teachers’ capacity for delivery through effective professional development (PD) is essential for teachers to fulfill their role as delivery agents to achieve SMHP outcomes. This systematized review focuses on identifying components of high-quality teacher PD for SMHP and examining the empirical support for these components. In a two-phase analysis, we examined the descriptive literature regarding teacher PD for SMHP to identify common elements. This resulted in the identification of components relevant to training (interactive, guided by staff input) and technical assistance (TA), including the goals (skill development, motivation, generalization/adaptation), approach (collaborative, individualized, data-driven, strengths-based), and activities (modeling, performance feedback, reflection, problem solving) involved. A second phase focused on the examination of empirical evidence for these PD components. While the empirical evidence for these components was limited, the identified components represent a current standard of practice in teacher PD for SMHP, based on the existing research. These components may provide a framework for practical use in planning teacher PD related to SMHP and for designing future research into effective capacity building in this area.

Background: Urban violence is a significant issue in Brazil, particularly affecting young people in public schools. Mindfulness and Social Emotional Learning (SEL) interventions have shown efficacy in promoting mental health and reducing violence. Method: This article describes the development of a partnership between the Program of Mindfulness and Social Emotional Learning (SENTE) and Instituto Cidade Segura (ICS), an NGO focused on a systemic approach to violence reduction. Results: SENTE evolved over 15 years, initiated by Instituto da Familia (INFAPA), with a focus on underserved populations. This collaboration aimed to create a more comprehensive violence reduction intervention. The Mindfulness and Social--Emotional Learning Program (M-SEL) sessions, incorporating elements of mindfulness, SEL, and the council method, demonstrated improvements in emotional, conduct, relationship, and prosocial behavior. Conclusion: The partnership between SENTE and ICS provides an effective model for addressing urban violence in Brazilian cities. By integrating mindfulness and SEL into school curricula, this approach enhances mental health and reduces violence among students. Future efforts should focus on sustainable implementation strategies and adequate teacher training to ensure long-term success. [ABSTRACT FROM AUTHOR]

Background: Adolescence is a phase of transition marked by several biological, psychological, and social changes. A vast majority of students attend government schools in India. There seems to be a paucity of studies assessing the level of life skills. Materials and Methods: The present study aimed to assess life skills among adolescents attending government schools. Life skills of government school-going adolescents belonging to the age groups of 14 (n = 47), 15 (n = 51), and 16 (n = 22) years were assessed cross-sectionally through the Life Skills Assessment Scale. Voluntary assent of the participants and written informed consent from the school and the guardians were obtained. Collected data were analyzed using the software (Statistical Package for the Social Sciences SPSS, 25.0 version) using the statistical methods of mean, standard deviation, frequency, and percentage. To see the variation in life skills across the sociodemographic factors, independent sample t-tests (religion, residence, types of family, and socioeconomic status) and ANOVA (age levels, birth order, mother's education, and father's education) were used. Effect sizes were computed as partial eta-squared. The level of significance was kept at 0.05, and post hoc Bonferroni corrections were made for multiple comparisons. The study had the approval of Scientific Advisory and Institute Ethics Committees. Results: Students aged 14 years were significantly lower in life skills compared to the other two groups. Parental education also had a significant effect on life skills development. Children belonging to lower socioeconomic group were poorer in life skills compared to middle socioeconomic status. Conclusion: Findings highlight the need for the inclusion of life skills-based curriculum in government schools. [ABSTRACT FROM AUTHOR]

The mental health needs of youth are both significant and increasing. Recent advancements have highlighted the need to reduce psychological distress while promoting the development of important social and emotional competencies. Current social and emotional assessment tools are limited in important ways that preclude their widespread use. In the current article, these limitations are discussed. A novel social and emotional learning assessment framework guided by methodological and theoretical innovations is presented. Future research directions and opportunities are discussed. [ABSTRACT FROM AUTHOR]

Rates of mental health problems and disorders in children and youth have been increasing for at least three decades, and these have escalated due to the pandemic and multiple other societal stressors. It is increasingly recognized that students and families frequently struggle to receive needed care through traditional locations such as specialty mental health centers. Upstream mental health promotion and prevention strategies are gaining support as a public health approach to supporting overall population well-being, better utilizing a limited specialty workforce, and reducing illness. Based on these recognitions, there has been a progressive and escalating movement toward the delivery of mental health support to children and youth "where they are," with a prominent and more ecologically valid environment being schools. This paper will provide a brief review of the escalating mental health needs of children and youth, advantages of school mental health (SMH) programs in better meeting these needs, example model SMH programs from the United States and Canada, and national and international SMH centers/networks. We conclude with strategies for further propelling the global advancement of the SMH field through interconnected practice, policy, and research. [ABSTRACT FROM AUTHOR]

Purpose: Despite the susceptibility to the experience of mental distress during adolescence, this population often demonstrate poor help-seeking behaviours. Efforts have been made by schools to address adolescents' knowledge around mental health; less focus has been given to addressing their knowledge of mental health services and avenues for help-seeking. This study aimed to explore adolescents' views of mental health services education. Methods: An interpretive descriptive design was adopted. Thirty adolescents from Ireland participated in individual interviews. Data were analysed using content analysis. Two themes were identified: Recognizing Gaps in Knowledge about Mental Health Service Education, and Enhancing Mental Health Service Education for Young People. Participants reported gaps in their knowledge about mental health services and were uncertain how to access help. Current strategies (e.g., print media) were considered tokenistic and ineffective; instead, multimedia (film/TV) approaches were recommended. Results: Two themes were identified: Recognizing Gaps in Knowledge about Mental HealthService Education, and Enhancing Mental Health Service Education for YoungPeople. Participants reported gaps in their knowledge about mental healthservices and were uncertain how to access help. Current strategies (e.g., print media) were considered tokenistic and ineffective; instead, multimedia (film/TV) approaches were recommended. Conclusions: Current mental health education programmes need to expand their focus beyond social/emotional well-being, providing adolescents with the knowledge they need to access appropriate supports. Considering traditional print media was viewed as ineffective, while film/TV had an influence on perceptions of mental health services, a multimedia approach to education may be an effective way of engaging this population. [ABSTRACT FROM AUTHOR]

We describe challenges to measuring the type and quantity of mental health programs, practices, and resources that schools provide to students, as well as variation in these resources. We conducted interviews and surveys with school and district staff representing 55 middle and high schools in MetroWest Massachusetts with the goal of collecting data on (1) school-wide preventive services, (2) use of mental health screenings and anonymous reporting systems, (3) supports for specific student populations, (4) mental health supports and services, (5) community partnerships, and (6) staff trainings in mental health. Findings revealed wide variation in the programs, services, and resources that school staff described providing to students, as well as specific challenges in systematically collecting these data. We discuss the implications of these challenges, including barriers to documenting which resources are used by schools and studying which are most effective in connecting youth with needed mental health services. We conclude with implications for school psychologists and suggestions for researchers and policymakers seeking to better understand and document school provision of mental health resources. [ABSTRACT FROM AUTHOR]