Unarv, in Thiruvananthapuram, Kerala, is a district-level adolescent SMHP with a three-tierapproach, where two teachers from every high school and higher secondary school are trainedannually through workshops. A comprehensive review concluded that SMHP in India ‘is running with a piecemeal approach’,and for all practical purposes, it is non-existent for most school-going children. This paper attempts toevaluate the current programs with a view to offer practical solutions that can beimplemented more easily in order to improve outcomes. It alsosuggests developing a sense of curiosity in students – both of the self and the environment– as a central aspect of the learning process.10 Some examples are the Positive Behavior Interventions and Supports (PBIS)3, Skills for Life (SFL)4, and MindMatters.5 Two of these interventions were developed in high-income countries (the United Statesand Australia), and the third (SFL) was developed in a lower-middle income country (Chile).The outcomes in all of these were positive, though the long-term outcome has to beevaluated.
For example, schools can partner with local mental health providers or crisis centers for additional resources when https://www.aasa.org/resources/resource/building-a-districtwide-safety-net necessary. Today’s school and education communities are more diverse than ever, and it’s critical that mental health programs center around inclusivity. Schools that invest in comprehensive mental health programs create environments that prioritize academic achievement and student emotional and social development.
While some studies measured knowledge and attitudes separately, a single measure of mental health literacy was used here in a manner similar to other researchers 14,21,22,23. This trend was also noted in several of the review articles and Mellor found that in the majority of studies (13 of 17), program effectiveness was measured by a survey developed to reflect the specific program content 19,20. This strategy is similar to other researchers who developed assessments specifically for the program under study 13,15,16, Mental Illness Education, MIE; Breaking the Silence; Ending the Silence. A mental health literacy survey reflecting the content of the Coming Up for AIR presentation was developed by the researchers.
- School-based mental health programs encompass a range of prevention and intervention services, many of which are routinely provided in a school setting by school system personnel.
- What’s particularly alarming is that these challenges are affecting students at increasingly younger ages, with elementary school children showing signs of anxiety and stress that were once primarily seen in older students.
- School-level data were analyzed by grade level (middle school or high school) and date (pre-, intra-, or post-COVID-19).
- „In addition, Colorado has also adopted mental health excused absences legislation and suicide prevention programs.”
- Initially, limiting the total number of students who can participate will enable the clinicians to run groups and provide intensive counseling that is manageable.
Associated Data
Providing mental health services in schools “is the most powerful way that we can actually help kids and families because that’s where the majority of kids spend their time,” said Joan Mikula, former Massachusetts commissioner for mental health. Launched in 2022 and run by the Massachusetts Association for Mental Health, the pilot program was the first in the state to provide free urgent mental health care at schools. A $5 million pilot program that supported free mental health clinics inside 23 public schools across the state is ending in June, leaving school officials and healthcare professionals scrambling to find new funding. By integrating Talkspace into your broader school-based mental health framework, you can offer scalable, cost-effective intervention that aligns with your district’s wellness goals. By embedding mental health services into school-based settings, educators can more easily identify academic barriers rooted in emotional distress.
How Collaborative Care Teams Transform Children’s Mental Health Treatment
Teachers learn to balance academic responsibilities with emotional support, ensuring they can respond effectively to students in distress while maintaining appropriate boundaries. Some programs also include teacher training and consultation to help educators identify early warning signs and create supportive classroom environments. These services often include individual counseling sessions where students can discuss personal challenges with trained professionals in a safe, confidential environment. Teachers and school counselors work together to monitor changes in student behavior, academic performance, and social interactions. Schools employ a multi-layered approach to identify students needing support through various screening methods and observation techniques.
Anecdotal evidence for the effectiveness of school-based interventions To tackle this issue, interventions, ideally with a preventative approach, are vital to provide children and young people with the tools they need to handle challenges in their lives. The Guide includes a comprehensive, but not exhaustive, list of evidence-informed, best-practice resources and organizations to support school mental health efforts across Maryland. The resources included in the MD-SMHRP Resource Guide reflect Maryland-specific school mental health system support requests.