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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 0000-0001-9443-1968), Kristine Lee, Michael D. Pullmann, Freda Liu, Janine Jones, Courtney A. Zulauf-McCurdy, Melissa Serafin, Rosemary Reyes, Casey Chandler, Elizabeth M. McCauley
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
FullText Text:
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  Data: Self-Reported Problems of Adolescents Seeking or Referred to School Mental Health Services
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  Data: <searchLink fieldCode="AR" term="%22Eric+J%2E+Bruns%22">Eric J. Bruns</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9443-1968">0000-0001-9443-1968</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kristine+Lee%22">Kristine Lee</searchLink><br /><searchLink fieldCode="AR" term="%22Michael+D%2E+Pullmann%22">Michael D. Pullmann</searchLink><br /><searchLink fieldCode="AR" term="%22Freda+Liu%22">Freda Liu</searchLink><br /><searchLink fieldCode="AR" term="%22Janine+Jones%22">Janine Jones</searchLink><br /><searchLink fieldCode="AR" term="%22Courtney+A%2E+Zulauf-McCurdy%22">Courtney A. Zulauf-McCurdy</searchLink><br /><searchLink fieldCode="AR" term="%22Melissa+Serafin%22">Melissa Serafin</searchLink><br /><searchLink fieldCode="AR" term="%22Rosemary+Reyes%22">Rosemary Reyes</searchLink><br /><searchLink fieldCode="AR" term="%22Casey+Chandler%22">Casey Chandler</searchLink><br /><searchLink fieldCode="AR" term="%22Elizabeth+M%2E+McCauley%22">Elizabeth M. McCauley</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Mental+Health%22"><i>School Mental Health</i></searchLink>. 2025 17(2):336-351.
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  Data: 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/
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: 10.1007/s12310-025-09745-2
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  Data: 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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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1476663
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        Value: 10.1007/s12310-025-09745-2
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      – SubjectFull: Help Seeking
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      – SubjectFull: Referral
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