State and local mental health agencies can support schools by facilitating partnerships with community-based providers to receive referrals—and, where feasible and warranted, even locate those clinicians in school settings. Where possible, keeping doors open after school hours for extracurriculars and additional academic support, such as literacy programs, can provide students with a safe and healthy developmental environment. Provisions in federal education law should allow but not require schools to use funding toward school-based mental health. The extensive process for accessing school-facilitated mental health services or accommodations is less problematic for parents who are willing or able to wait for a school’s response because a child’s need is mild compared with a parent whose child’s need is severe. School-based mental health professionals tasked with doing more than just initial interventions report that what they can or should provide is often inadequate for students with severe disruptive behavior or impairment.
- School-based mental health services often give rise to ethical challenges around informed consent and clinical competence.
- The implementation of social-emotional learning may be accomplished by teachers as well as guidance counselors and other professionals.
- One way in which lessons try to help students achieve balance is through intention-setting activities.
- However, anecdotal feedback from school counselors suggests that the program does make a difference as they report more youth seeking help after the presentation.
- Federal guidance describes elaborate considerations for implementing school-based mental health initiatives.
- However, all three studies that reported a combined outcome measurement of knowledge and attitudes found statistically significant gains following program interventions.
Digital Citizenship and Related Curricula for School-Based Approaches
Nearly all of the programs have educator tips, guides, or resources to support teaching and several have comprehensive professional development training (e.g., webinars, courses, and certification programs). Available school-based programs that address topics relevant to adolescent well-being vary considerably in their approaches. With one exception (Center for Humane Technology), all programs we reviewed are framed as curricula, lessons, and/or classroom resources designed for use in K–12 school contexts.
Mental Health Action Guide
To alleviate this barrier, 26 states enacted laws to increase financial support for school-based mental health services. During the pandemic, 12 states enacted laws that support strategic planning to identify barriers and approaches to increase access to school-based mental health services. School-based mental health care can improve access to mental health services, reduce risk, and improve mental health and academic outcomes for students. At the same time, youth utilization of mental health services has decreased, which may reflect families’ concerns in seeking non-emergency, in-person care given the risk of COVID-19 and shortages of available health care professionals working in children’s mental health.
What is school-based health care?
This study showed improved relationships between teachers and students, student academic self-concept, and peer-reported victimisation. The strategies applied were empirically derived104,114–116 and tested in 36 urban secondary school classrooms—a challenging environment in view of the complex needs of the student population. For example, in a systematic review of anxiety disorders,60 investigators assessed 12 randomised controlled trials and recorded that the universal programmes had the largest effect sizes compared with selective and indicated programmes.
In lieu of universal mental health programs and direct hiring of clinicians, schools should implement practices that are structural, relevant to their specific environments, or have demonstrated capacity for implementation in education settings. A comprehensive assessment of the effectiveness of school-based mental health initiatives on the national level https://www.cartercenter.org/health/mental_health/public_policy/school_based/resources/index.html has not been achieved and is likely impossible, given the heterogeneity of programs and services implemented across states, districts, and individual schools. Evaluating and approving (or denying) a child for mental health services through school can take months and require back-and-forth between administrators, staff, and parents, an expensive process for all parties—and one that is inappropriate for youth needing fast action or considerable intervention. A decades-long track record of inconsistent marginal benefit, poor implementation, and some evidence of harm tempers confidence that effective, comprehensive school-based mental health services are attainable or desirable.
Furthermore, such thinking is reflected internationally as several countries have been exploring ways of integrating health and education . However, for some, schools can present as considerable sources of stress, worry, and unhappiness , which can hinder academic attainment. Schools are pervasive environments in young peoples’ lives and can positively impact on their mental health, mitigating some negative impacts of other social factors. Without the security and freedom provided by these rights, arguably it is difficult to maintain high levels of mental health. The WHO noted that fundamental to mental health promotion are actions that facilitate an environment that respects and protects basic civil, political, socio-economic and cultural rights.
Mental health clinicians have ongoing therapeutic relationships with students. They also help teachers with mental health related issues in their classrooms. For schools served by this funding, view our provider map.