A Whole-School Approach to Promote Mental Health, Equity, and Connectedness
A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".
Deadline for manuscript submissions: 1 May 2026 | Viewed by 45
Special Issue Editors
Interests: school counseling; humanistic psychology; school mental health; educational equity
Interests: school connectedness; evidence-based school counseling; social determinants of mental health; social-emotional learning; trauma-informed practice
Special Issue Information
Dear Colleagues,
The guest editors of this Special Issue invite authors to explore evidence-based practices that support whole-school approaches to mental health with a focus on promoting equity and connectedness in K-12 education. To address growing concerns about student mental health, the literature emphasizes the importance of systemic and collective efforts that are embedded within the school context and sustained over time. School-based mental health practitioners—such as school counselors, school psychologists, and social workers—are uniquely positioned to lead these efforts, leveraging their positionality to create safe, inclusive, and culturally responsive educational environments. Emerging research underscores that fostering strong connections between students, peers, and adults within schools enhances adaptability and promotes positive mental health outcomes. When integrated with trauma-informed practices, such approaches can transform school cultures, ensuring that students impacted by trauma are met with empathy, consistency, and evidence-based support. Additionally, the articles presented in this Special Issue emphasize the importance of addressing broader social determinants that shape students’ mental health trajectories, including but not limited to discrimination, poverty, housing instability, food insecurity, and other systemic inequities. The contributions in this Special Issue aim to bridge research and practice, offering actionable insights for school psychologists, school counselors, social workers, and educators seeking to enhance student well-being and reduce mental health disparities in school settings.
Abstract Deadline: 31 July 2025
Notification of Abstract Acceptance: 15 August 2025
Prof. Dr. Matthew Lemberger-Truelove
Dr. Hyunhee Kim
Guest Editors
Manuscript Submission Information
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Keywords
- Multi-Tiered Systems of Support (MTSS)
- social determinants of mental health
- school counseling
- school social work
- school psychology
- school connectedness
- educational equity
- school mental health
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