Self-Reported Problems of Adolescents Seeking or Referred to School Mental Health Services
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| Title: | Self-Reported Problems of Adolescents Seeking or Referred to School Mental Health Services |
|---|---|
| Language: | English |
| Authors: | Eric J. Bruns (ORCID |
| Source: | School Mental Health. 2025 17(2):336-351. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A160111 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Adolescents, Help Seeking, Referral, School Health Services, Mental Health Programs, High School Students, Student Behavior, Behavior Problems, Check Lists, Academic Achievement, Low Achievement, Family Problems, Anxiety, Racial Differences |
| Assessment and Survey Identifiers: | Child Behavior Checklist |
| DOI: | 10.1007/s12310-025-09745-2 |
| ISSN: | 1866-2625 1866-2633 |
| Abstract: | Examining self-reported problems of students receiving school mental health (SMH) services holds promise for informing strategies across all tiers of school support. However, no prior research has investigated students' self-reported needs. The current study coded open-ended youth problem statements (N = 1212) from a diverse sample of 455 students (37.4% white) receiving SMH services in 52 high schools across three states. Problem statements were coded against 120 items of the Child Behavior Checklist (CBCL, Achenbach & Rescorla, 2001) and 24 additional problem domains not found in the CBCL. Most frequently cited problems were poor schoolwork (n = 190, 43.0% of all students), family problems (n = 90, 20.4%), and anxiety (n = 89, 20.1%). Thirty-three percent of students identified problems that loaded on the CBCL internalizing scale only, 24.0% identified problems from the externalizing scale only, 19.5% identified both internalizing and externalizing problems, and 21.3% of youth-identified problems did not fit either scale. Exploration of differences by race/ethnicity found Latinx students were significantly more likely to report problems in school, White and Latinx students more likely to report internalizing problems, and Black students more likely to report problems coded to the externalizing scale. However, item-level analysis showed this difference was driven by a small number of specific items that may represent teacher bias in referrals, cultural differences in expression of problems, and/or limitations of the CBCL coding system. Results suggest SMH strategies are needed that address academic and family problems and that are responsive to needs of youth from diverse backgrounds. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1476663 |
| Database: | ERIC |
| Abstract: | Examining self-reported problems of students receiving school mental health (SMH) services holds promise for informing strategies across all tiers of school support. However, no prior research has investigated students' self-reported needs. The current study coded open-ended youth problem statements (N = 1212) from a diverse sample of 455 students (37.4% white) receiving SMH services in 52 high schools across three states. Problem statements were coded against 120 items of the Child Behavior Checklist (CBCL, Achenbach & Rescorla, 2001) and 24 additional problem domains not found in the CBCL. Most frequently cited problems were poor schoolwork (n = 190, 43.0% of all students), family problems (n = 90, 20.4%), and anxiety (n = 89, 20.1%). Thirty-three percent of students identified problems that loaded on the CBCL internalizing scale only, 24.0% identified problems from the externalizing scale only, 19.5% identified both internalizing and externalizing problems, and 21.3% of youth-identified problems did not fit either scale. Exploration of differences by race/ethnicity found Latinx students were significantly more likely to report problems in school, White and Latinx students more likely to report internalizing problems, and Black students more likely to report problems coded to the externalizing scale. However, item-level analysis showed this difference was driven by a small number of specific items that may represent teacher bias in referrals, cultural differences in expression of problems, and/or limitations of the CBCL coding system. Results suggest SMH strategies are needed that address academic and family problems and that are responsive to needs of youth from diverse backgrounds. |
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| ISSN: | 1866-2625 1866-2633 |
| DOI: | 10.1007/s12310-025-09745-2 |
