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Innovative School Mental Health Practices: Supporting a Full Continuum of Care for K-12 Students and Staff

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A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Education and Psychology".

Deadline for manuscript submissions: closed (15 December 2023) | Viewed by 4298

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Special Issue Editors

Dr. Dawna-Cricket-Martita Meehan

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Guest Editor

Department of Psychology, Center for School-Based Mental Health Programs, Miami University, Oxford, OH 45056, USA
Interests: school mental health

Dr. Sharon L. Custer

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Guest Editor

Department of Psychology, Center for School-Based Mental Health Programs, Miami University, Oxford, OH 45056, USA
Interests: school mental health

Dr. Kristy Brann

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Guest Editor

Department of Educational Psychology, Miami University, Oxford, OH 45056, USA
Interests: school mental health

Dr. Kyle Bush

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Guest Editor

Department of Education, Rockhurst University, Kansas City, MO 64110, USA
Interests: school mental health

Special Issue Information

Dear Colleagues,

We know that school-age youth have been experiencing increasing behavioral health issues since the start of the COVID-19 pandemic, including depression, anxiety, substance use, social isolation, suicidal ideation, and suicide attempts (Brann et al., 2022). The percentage of youth reporting issues that warrant further exploration by a behavioral health professional rose from 17% in 2015–2016 to 25% in 2020–2021; while the percentage who saw a behavioral health professional remained unchanged (OHYES!, 2022). Data revealed that 33.0% of youth felt sad or hopeless almost every day; 27.4% felt sad during the past year; almost one-third reported clinical levels of anxiety; one-quarter reported clinical levels of depression; 25.9% reported current alcohol use; 13.4% reported current binge drinking; 14.2% of middle-school students reported trying cigarette smoking; 4.9% of high school students reported currently smoking cigarettes; almost half of high school and one-quarter of middle school students have used an electronic vapor product; 29.8% of high school students currently report vaping; and over one in seven seriously considered attempting suicide in the past year, with disparities (e.g., significantly higher percentages) for females compared to males, and for Black and Hispanic students compared to White students (OHYES!, 2019).

The goal of this Special Edition is to build the confidence and competencies of educators and school-based behavioral health professionals in supporting the mental health and wellness of K-12 students and staff. In this edition, we will identify innovative practices that support a full continuum of care for students and staff (e.g., Student Assistance Programs, staff wellness frameworks), including practical applications and tips for translating promising academic research into adaptable and adoptable implementation and sustainability strategies. The Special Edition will be founded on 4 guiding principles: 1) Systematic (adoptable and adaptable school mental health models; integrating multi-tiered systems of support; systematic evaluation of efforts; identification of innovative electronic resources to support the work); 2) Equitable (building on strengths of individualized communities; engaging non-licensed staff to do prevention and early intervention work; recognizing and addressing disparities; advocating through individuals’ stories); 3) Collaborative (identifying effective models such as the behavioral health & wellness coordinator and community partnership models; focusing on family engagement); and 4) Sustainable (focusing on workforce development; ensuring staff readiness and engagement; effectively deploying resources and funding). We welcome submissions that include a focus on practical and applicable school mental health strategies that have a solid foundation in the four guiding principles.

We look forward to receiving your contributions.

References

Brann, K., Morio, K., Slaughter, A., Noltemeyer, A., Meehan, C., Custer, S., & Robison, D. (2022). Ohio School Wellness Initiative: Assessing Needs and Student Assistance Program and Tiered Implementation in Schools.

Ohio Healthy Youth Environments Survey (OHYES!, 2019 & 2022). https://ohyes.ohio.gov/.

Dr. Dawna-Cricket-Martita Meehan
Dr. Sharon L. Custer
Dr. Kristy Brann
Dr. Kyle Bush
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

school mental health
behavioral health
student assistance program
staff wellness
innovative practices
systematic
equitable
collaborative
sustainable

Published Papers (4 papers)

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Research

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18 pages, 3728 KiB

Open AccessArticle

An Illustrative Case Example in a K-12 School District: Considering Sustainable Mental Health Practices within Systematic, Equitable, and Collaborative Approaches

by Kayla Von Deylen, Kaylene Atkinson and Mattie Duncan

Educ. Sci. 2024, 14(4), 380; https://doi.org/10.3390/educsci14040380 - 5 Apr 2024

Viewed by 971

Abstract

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. Full article

(This article belongs to the Special Issue Innovative School Mental Health Practices: Supporting a Full Continuum of Care for K-12 Students and Staff)

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19 pages, 1207 KiB

Open AccessArticle

Empowering Educators and Students to Flourish: Evaluating the Student Alliance for Flourishing Program in Middle and High Schools

by Kristine E. Larson, Molly S. Dunn, Beth-Ann Tek and Aubrie Lawler Justice

Educ. Sci. 2024, 14(4), 340; https://doi.org/10.3390/educsci14040340 - 23 Mar 2024

Viewed by 829

Abstract

There is a critical need to address the impact of the COVID-19 pandemic on the well-being of students and educators. In this article, we present findings from the second year of implementing the Student Alliance for Flourishing program, a school-wide initiative to promote the flourishing of students and educators. First, we highlight the connection between Ryan and Deci’s Self-Determination Theory and the Student Alliance for Flourishing (SAFF) program, emphasizing the importance of autonomy, competence, and relatedness in supporting the psychological needs of educators and students. Then, we describe the SAFF program and present data that highlight the program’s impact on advisors and students, particularly as these data relate to participants’ flourishing. Finally, we conclude by emphasizing the significance of promoting flourishing in schools and the need for further empirical research in this area. Full article

(This article belongs to the Special Issue Innovative School Mental Health Practices: Supporting a Full Continuum of Care for K-12 Students and Staff)

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Figure 1

13 pages, 249 KiB

Open AccessArticle

Collaborating with Families for Innovative School Mental Health

by Hadley F. Bachman, Patrick D. Cunningham and Barbara J. Boone

Educ. Sci. 2024, 14(3), 336; https://doi.org/10.3390/educsci14030336 - 21 Mar 2024

Viewed by 1054

Abstract

In this study, a comprehensive narrative literature review is presented, examining the cross-section between family engagement and student mental health. Guided by two research questions and grounded in resiliency theory, the overlapping spheres of influence framework, and the literature on protective factors and positive childhood experiences, this study unveiled five primary themes: emphasizing the importance of educators promoting supportive relationships at home, engaging families in building teacher–student connections, collaborating to establish routines and rituals, nurturing a sense of belonging at home and at school, and fostering collaborative problem solving and self-regulation. These themes are illuminated through practical vignettes. This study guides school-based mental health practitioners and educators and provides a roadmap for future research in family–school partnership for enhancing student well-being. Full article

(This article belongs to the Special Issue Innovative School Mental Health Practices: Supporting a Full Continuum of Care for K-12 Students and Staff)

Review

Jump to: Research

16 pages, 514 KiB

Open AccessReview

An Integrative Systematic Approach to Supporting Student Wellness: An Applied Case Example

by Kristy L. Brann, Mark Gallagher, Amity Noltemeyer and Kyle Bush

Educ. Sci. 2024, 14(4), 355; https://doi.org/10.3390/educsci14040355 - 28 Mar 2024

Viewed by 629

Abstract

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. Full article

(This article belongs to the Special Issue Innovative School Mental Health Practices: Supporting a Full Continuum of Care for K-12 Students and Staff)

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