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Advancing Early Childhood Mental Health Consultation: Evaluating Traditional and AI-Enhanced Approaches to Support Children and Teachers.

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Title: Advancing Early Childhood Mental Health Consultation: Evaluating Traditional and AI-Enhanced Approaches to Support Children and Teachers.
Authors: Natale, Ruby1 (AUTHOR), Velasquez, Carolina1,2 (AUTHOR), Pan, Yue1,2 (AUTHOR), Darabi, Morgan Debra1,2 (AUTHOR), Agosto, Yaray1 (AUTHOR), Hubbard, Lillian Ashleigh1 (AUTHOR), Jent, Jason F.1 (AUTHOR) jjent@med.miami.edu
Source: Education Sciences. Jan2026, Vol. 16 Issue 1, p53. 22p.
Subject Terms: *Social development, *Academic support programs, *Outcome assessment (Education), *Preschools, *Psychological resilience, Child mental health services, Conduct disorders in children
Abstract: Early Childhood Mental Health Consultation (ECMHC) promotes children's social–emotional development and reduces challenging behaviors in early care and education (ECE) centers, yet implementation barriers increase teacher stress and reduce confidence. Scalable, efficient, and accessible approaches are needed to meet ECE center demands. This quasi-experimental match-controlled study evaluated two ECMHC programs in promoting children's social–emotional development and improving teachers' skills/attitudes compared to an attention control condition in 22 ECE centers in lower-resourced areas of BLINDED. We compared Jump Start (JS; traditional human consultation model), Jump Start Go (JS Go; AI-enhanced consultation model), and Healthy Caregivers–Healthy Children (HC2; obesity-prevention consultation model). Child social–emotional development, teacher workplace stress/confidence, and classroom practices were assessed at pre-and post-intervention. Children in JS and JS Go interventions demonstrated significant social–emotional gains (F = 13.55, p < 0.001), with the largest reductions in internalizing problems observed in children who received JS Go (−2.91 points; F = 9.65, p < 0.001). JS Go classrooms also showed greater improvements in prosocial behavior (F = 5.05, p = 0.012) and resiliency (F = 8.95, p < 0.001) than HC2 classrooms. Findings suggest that both traditional and AI-enhanced ECMHC approaches can promote teachers' capacity to support children's social–emotional development. [ABSTRACT FROM AUTHOR]
Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Education+Sciences%22&quot;&gt;Education Sciences&lt;/searchLink&gt;. Jan2026, Vol. 16 Issue 1, p53. 22p.
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Early Childhood Mental Health Consultation (ECMHC) promotes children&#39;s social–emotional development and reduces challenging behaviors in early care and education (ECE) centers, yet implementation barriers increase teacher stress and reduce confidence. Scalable, efficient, and accessible approaches are needed to meet ECE center demands. This quasi-experimental match-controlled study evaluated two ECMHC programs in promoting children&#39;s social–emotional development and improving teachers&#39; skills/attitudes compared to an attention control condition in 22 ECE centers in lower-resourced areas of BLINDED. We compared Jump Start (JS; traditional human consultation model), Jump Start Go (JS Go; AI-enhanced consultation model), and Healthy Caregivers–Healthy Children (HC2; obesity-prevention consultation model). Child social–emotional development, teacher workplace stress/confidence, and classroom practices were assessed at pre-and post-intervention. Children in JS and JS Go interventions demonstrated significant social–emotional gains (F = 13.55, p &lt; 0.001), with the largest reductions in internalizing problems observed in children who received JS Go (−2.91 points; F = 9.65, p &lt; 0.001). JS Go classrooms also showed greater improvements in prosocial behavior (F = 5.05, p = 0.012) and resiliency (F = 8.95, p &lt; 0.001) than HC2 classrooms. Findings suggest that both traditional and AI-enhanced ECMHC approaches can promote teachers&#39; capacity to support children&#39;s social–emotional development. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: &lt;i&gt;Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191261171
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        Value: 10.3390/educsci16010053
    Languages:
      – Code: eng
        Text: English
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        PageCount: 22
        StartPage: 53
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      – SubjectFull: Social development
        Type: general
      – SubjectFull: Academic support programs
        Type: general
      – SubjectFull: Outcome assessment (Education)
        Type: general
      – SubjectFull: Preschools
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      – SubjectFull: Psychological resilience
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      – SubjectFull: Child mental health services
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      – SubjectFull: Conduct disorders in children
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      – TitleFull: Advancing Early Childhood Mental Health Consultation: Evaluating Traditional and AI-Enhanced Approaches to Support Children and Teachers.
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              Text: Jan2026
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              Y: 2026
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