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Behavioral Sciences
Special Issues
School-Based Mental Health Systems: Psychological Care for Children and Youth
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School-Based Mental Health Systems: Psychological Care for Children and Youth

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Health Psychology".

Deadline for manuscript submissions: closed (1 October 2025) | Viewed by 3216

Special Issue Editors

Prof. Dr. Nicole Skaar

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Guest Editor
College of Education, University of Northern Iowa, Cedar Falls, IA 50614, USA
Interests: assessment of adolescent behavior; school based mental health systems and service provision; special education law
Dr. Erika Franta

E-Mail Website
Guest Editor
Department of Psychology, Munroe-Meyer Institute, University of Nebraska Medical Center, Omaha, NE 68198, USA
Interests: implementation science; comprehensive systems of school mental health; school-based mental and behavioral health service and assessment; violence and risk assessment; integrating behavioral health into primary care

Special Issue Information

Dear Colleagues,

School-based mental health systems are fragmented across a collection of programs and an assortment of school-based mental health professionals. In this Special Issue of Behavioral Sciences entitled “School-Based Mental Health Systems: Psychological Care for Children and Youth”, the Guest Editors aim to address the compartmentalization of school-based mental health systems with a focus on achieving a reduction in implementation overload. By addressing the connections of programs and professionals across the multi-tiered system of support frameworks often utilized in educational institutions to address the spectrum of student needs, this Special Issue aims to encourage teaming and information sharing within comprehensive school-based mental health systems. We invite papers from across the school-based mental health fields: school counseling, school psychology, school social work, school nursing, and across the collection of school-based mental health programs: interconnected system frameworks, social and emotional learning, character education, positive behavior interventions and supports, mental health first aid, response to intervention, multi-tiered systems of support, and special education.

Prof. Dr. Nicole Skaar
Dr. Erika Franta
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • school mental health
  • school behavioral health
  • comprehensive school mental health systems
  • multi-tiered systems of support
  • social and emotional learning
  • positive behavior interventions and supports
  • public and private partnerships
  • specialized instructional support personnel

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (4 papers)

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Research

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15 pages, 273 KB  
Article
Exploring Profiles and Variables Related to Burnout Amongst School Mental Health Providers
by Ashley Rila, Gerta Bardhoshi, Derek Rodgers, Allison Bruhn and Duhita Mahatmya
Behav. Sci. 2025, 15(9), 1289; https://doi.org/10.3390/bs15091289 - 21 Sep 2025
Viewed by 551
Abstract
The purpose of this cross-sectional study was to examine burnout profiles and organizational variables that impact burnout in school mental health providers, such as school counselors, school psychologists, social workers, and interventionists. We disseminated a survey to a large sample of school personnel [...] Read more.
The purpose of this cross-sectional study was to examine burnout profiles and organizational variables that impact burnout in school mental health providers, such as school counselors, school psychologists, social workers, and interventionists. We disseminated a survey to a large sample of school personnel across a Midwestern state. From the larger sample, we analyzed responses from school mental health providers (n = 120), as there are severe shortages of these professionals within the state and across the country. When shortages occur, caseloads are higher, thus increasing the work demands and the propensity for burnout. With burnout leading to attrition from the field, this creates a vicious cycle that could be prevented through the awareness and implementation of strategies to counteract the factors contributing to burnout. Results indicate school mental health providers (n = 120) in this state endure high levels of emotional exhaustion, while still maintaining a sense of personal accomplishment. Further, higher levels of perceived organizational support and job satisfaction appeared to lower burnout, whereas respondents who worked in schools implementing a multi-tiered system of support experienced higher burnout. Key findings, implications for practice, limitations, and future directions are discussed. Full article
(This article belongs to the Special Issue School-Based Mental Health Systems: Psychological Care for Children and Youth)
20 pages, 264 KB  
Article
Bridging Disciplines: Integrating Mental Health and Education to Promote Immigrant Student Wellbeing
by Vanja Pejic, Kristin Russo, Rhode Milord-LeBlanc, Kayla Mehjabin Parr, Sara Whitcomb and Robyn S. Hess
Behav. Sci. 2025, 15(9), 1254; https://doi.org/10.3390/bs15091254 - 14 Sep 2025
Viewed by 800
Abstract
More than 5 million students in U.S. public schools are immigrants or the children of immigrants, highlighting the urgent need for educational practices that honor their lived experiences and promote both emotional and academic growth. This article details a collaborative effort between a [...] Read more.
More than 5 million students in U.S. public schools are immigrants or the children of immigrants, highlighting the urgent need for educational practices that honor their lived experiences and promote both emotional and academic growth. This article details a collaborative effort between a school-based psychologist and two high school English teachers to co-design a 12th grade English Language Arts curriculum responsive to the unique strengths and challenges of immigrant youth. Grounded in transformative social and emotional learning, trauma informed principles and culturally sustaining pedagogy, the curriculum weaves together themes of hope, identity, social determinants of health, and agency. The co-development process involved aligning clinical and educational expertise, adapting trauma-informed principles for the classroom, and centering student experience throughout design and implementation. Students reported high satisfaction with the curriculum. Teachers observed stronger student engagement and deeper, more meaningful relationships, attributing these outcomes to the curriculum’s relevance to students’ cultural and community contexts. This case study illustrates the promise of cross-sector partnerships and provides recommendations for creating learning environments where immigrant students can reflect, heal, and thrive through both academic content and emotional connection. Full article
(This article belongs to the Special Issue School-Based Mental Health Systems: Psychological Care for Children and Youth)
13 pages, 1060 KB  
Article
Interconnecting District and Community Partners to Improve School-Level Social, Emotional, and Behavioral Health
by Kathryn B. Pohlman, Kayla Jones, Juan R. Lira, Jennifer Norton and Kelly Perales
Behav. Sci. 2025, 15(9), 1225; https://doi.org/10.3390/bs15091225 - 9 Sep 2025
Cited by 2 | Viewed by 564 | Correction
Abstract
School districts face growing demands to address the academic, social, emotional, and behavioral health needs of all students, including meeting state mandates such as bullying prevention, suicide prevention, trauma response, and behavioral threat assessment. These needs have intensified since the COVID-19 pandemic, often [...] Read more.
School districts face growing demands to address the academic, social, emotional, and behavioral health needs of all students, including meeting state mandates such as bullying prevention, suicide prevention, trauma response, and behavioral threat assessment. These needs have intensified since the COVID-19 pandemic, often resulting in fragmented and inefficient planning. The Interconnected Systems Framework (ISF) offers a structure for uniting district and community efforts into a single, integrated system of support. While research has expanded on the effectiveness of the ISF and resources have defined installation steps, the process is often arduous and challenging to notice progress and maintain momentum in action planning. This study examines the use of the ISF District–Community Leadership Team (DCLT) Installation Progress Monitoring Tool as a means to provide district and community leaders with concrete data to monitor progress and inform evaluation and action plans. Findings highlight the tool’s potential to strengthen installation processes, promote data-informed decision-making, and improve alignment of resources to impact student and school outcomes. Full article
(This article belongs to the Special Issue School-Based Mental Health Systems: Psychological Care for Children and Youth)
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Review

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15 pages, 2857 KB  
Review
A Comprehensive School-Based Mental Health Model: A Decade in the Making
by Wendy M. Reinke, Keith C. Herman, Aaron Thompson and Sarah Owens
Behav. Sci. 2025, 15(10), 1428; https://doi.org/10.3390/bs15101428 - 21 Oct 2025
Viewed by 187
Abstract
Over the past decade, researchers in partnership with school practitioners developed a comprehensive school mental health model. The model includes a universal screening system that incorporates teacher and student reports on areas of risk known to be linked to mental health issues in [...] Read more.
Over the past decade, researchers in partnership with school practitioners developed a comprehensive school mental health model. The model includes a universal screening system that incorporates teacher and student reports on areas of risk known to be linked to mental health issues in youth. The Early Identification System (EIS) was developed as a feasible and socially valid universal screener that allows schools to use data to identify universal prevention interventions, areas for professional development for staff, and students who would benefit from selective or indicated interventions. The EIS can also be used to monitor change over time. Originally developed as part of a Coalition of six school districts, the US Department of Education invested in this comprehensive school mental health model to be adapted for rural schools. This article describes the partnership between school practitioners, the use of the model over time, and research conducted over the past decade. Implications for practice and policy are discussed. Full article
(This article belongs to the Special Issue School-Based Mental Health Systems: Psychological Care for Children and Youth)
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