Equitable Practices in School Mental Health
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| Title: | Equitable Practices in School Mental Health |
|---|---|
| Language: | English |
| Authors: | DeBoer, Jacob L. (ORCID |
| Source: | Psychology in the Schools. Jun 2022 59(6):1222-1238. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Substance Abuse and Mental Health Services Administration (DHHS/PHS) |
| Contract Number: | SAMHSAFOASM18006 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Mental Health, School Role, Student Diversity, Access to Health Care, School Health Services, Barriers, Student Needs, Cultural Relevance |
| DOI: | 10.1002/pits.22678 |
| ISSN: | 0033-3085 |
| Abstract: | Given the prevalence and negative outcomes associated with untreated mental health concerns, there is an urgent need for schools to enhance their capacity to prevent, identify, and address these needs. This is particularly important for students from culturally and linguistically diverse backgrounds, who are more likely to be underserved and face barriers to mental health treatment. Current methods of addressing mental health at school are reactive and insufficient, failing to address the needs of all students. Without an explicit focus on dismantling systemic racism and inequity within schools, our society will continue to underserve those already disenfranchised. As such, this paper outlines the challenges as well as the importance of incorporating culture into a conceptualization of universal mental health in schools. We include state-, district-, and school-level solutions in this conceptualization. Specifically, we propose sample solutions to the implementation of equity-focused, comprehensive mental health practices within a multitiered system of support, focusing predominantly on universal (i.e., tier 1 level) practices. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1334313 |
| Database: | ERIC |
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| Abstract: | Given the prevalence and negative outcomes associated with untreated mental health concerns, there is an urgent need for schools to enhance their capacity to prevent, identify, and address these needs. This is particularly important for students from culturally and linguistically diverse backgrounds, who are more likely to be underserved and face barriers to mental health treatment. Current methods of addressing mental health at school are reactive and insufficient, failing to address the needs of all students. Without an explicit focus on dismantling systemic racism and inequity within schools, our society will continue to underserve those already disenfranchised. As such, this paper outlines the challenges as well as the importance of incorporating culture into a conceptualization of universal mental health in schools. We include state-, district-, and school-level solutions in this conceptualization. Specifically, we propose sample solutions to the implementation of equity-focused, comprehensive mental health practices within a multitiered system of support, focusing predominantly on universal (i.e., tier 1 level) practices. |
|---|---|
| ISSN: | 0033-3085 |
| DOI: | 10.1002/pits.22678 |
