The second team member subsequently audited the summary document for accuracy and then transferred key statements into a matrix summary for review by one of the PIs and further analysis. Team members were mostly women from diverse racial/ethnic minority backgrounds (e.g., Hispanic, non-Hispanic Black) who had obtained a graduate-level education in the field of psychology. Prior to asking about participants’ suggestions for adaptation of the UP-A, we provided them with a brief overview of the intervention using presentation slides that explained cognitive behavior therapy and the typical structure of the UP-A (e.g., session length, modules). These guides were then reviewed by an external consultant with expertise in qualitative methods as well as master’s level clinicians with experience delivering UP-A and adapting it for other settings.
Community-based mental health treatment
Interventions to help behaviour management with whole-school or classroom-based programmes have increasing empirical support. In some countries, schools can partner with psychologists and psychiatrists to provide consultation and intervention for specific students with complex challenges, but this model is unlikely to be scalable in view of the global scarcity of child and adolescent psychiatrists. However, staff employed at schools are limited by school policies that restrict the type of services that they can provide, reducing their ability to meet specific needs or serve specific students. In the USA, for example, introduction of the Individuals with Disabilities Education Act29 placed much of the responsibility for student mental health on the education system, at least for students whose mental health could be linked to educational success. Substantial differences exist between mental health services and educational services including professional qualifications gained, funding mechanisms, and the criteria by which a child’s eligibility for access to services and outcomes are judged. We conclude by emphasising the need to reconfigure both health and education services to better promote children’s learning and development.
Useful resources and websites
- Any responses detailing programs addressing physical wellbeing, or numeracy or literacy, rather than mental health and wellbeing, were not analysed further.
- The ultimate aim is to promote student wellbeing, prevent the development or worsening of mental health problems, and improve the effectiveness of education.45,46
- Mental health policy should renew focus on the goal of reducing rates of mental disorder and reducing impairment from symptoms by way of providing services to youth with current need of mental health intervention.
At the same time, it is clear that the education and mental health fields continue to struggle to apply this evidence at any level of scale. Despite these potential obstacles, the benefits of integrating mental health support into educational systems far outweigh these challenges, and there is reason to be optimistic about the transformative potential of these initiatives. Second, the stigma surrounding mental health may present a barrier to open dialogue and the acceptance of these initiatives among students, staff, and the broader community.
Improved training and support of staff within schools in this role is a coherent and practical https://www.thecommunityguide.org/findings/mental-health-multi-tiered-trauma-informed-school-programs-improve-mental-health-among-youth.html model that seems feasible and sustainable from a resource perspective and in view of the expanding literature about the model’s effectiveness. In many countries, school-employed personnel work mainly with students who have educational difficulties that result from emotional and behavioural issues, and might not have had training in complex psychiatric presentations. For example, because of funding and special education mandates, US school psychologists often spend much of their time undertaking routine psychological testing and eligibility assessments, rather than applying their broader consultative and intervention skills.
Furthermore, this article highlights the need for interdisciplinary collaboration involving general practitioners, mental health professionals, community organizations, and policymakers in crafting and implementing support strategies. More than ever, we support the call for the integration of mental health education into the core curriculum, equipping students with vital coping skills and fostering emotional intelligence. Future work on the implementation of school health programs may also benefit from explicitly considering EPIS constructs, such as the inner context, outer context, and bridging factors.
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