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Behavioral Sciences
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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: 15 March 2026 | Viewed by 8077

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 250 words) can be sent to the Editorial Office for assessment.

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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Published Papers (9 papers)

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Research

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20 pages, 410 KB  
Article
Embedding Trauma-Informed Strategies Within a Multitiered System of Supports: A Framework for Early Childhood Education
by Freddie Pastrana Rivera, Zachary C. LaBrot, Brittany Garza, Josselyn Telule, Lourdes Rodriguez and Abigail Ann Wilkinson
Behav. Sci. 2025, 15(12), 1640; https://doi.org/10.3390/bs15121640 - 28 Nov 2025
Viewed by 312
Abstract
Program-wide Positive Behavior Supports (PW-PBIS) is a data-driven multitiered model of service delivery in which young children receive increasingly intensive supports to address their social–emotional and behavioral needs. PW-PBIS implementation in early childhood education has consistently been found effective for preventing a variety [...] Read more.
Program-wide Positive Behavior Supports (PW-PBIS) is a data-driven multitiered model of service delivery in which young children receive increasingly intensive supports to address their social–emotional and behavioral needs. PW-PBIS implementation in early childhood education has consistently been found effective for preventing a variety of undesirable outcomes while also promoting young children’s social–emotional and behavioral functioning. However, the literature examining the PW-PBIS model has often overlooked the impact of early adversity and trauma as factors on young children’s outcomes. Emerging studies have begun proposing a trauma-informed lens be implemented in early childhood education; however, the PW-PBIS model lacks clear guidelines on how to adapt interventions and supports at each tier to be trauma-informed. Therefore, using a trauma-informed lens, this paper aims to offer evidence-guided approaches to adapt the PW-PBIS framework. Practical trauma-informed adaptations of specific interventions and supports at each PW-PBIS tier will be described. Further, a data-based case example will be presented and discussed to illustrate the utility of a trauma-informed PW-PBIS model. The goals of this paper are to advise practitioners on how PW-PBIS can be adapted to be trauma-informed while also serving as a call to action for researchers to empirically investigate this model. Full article
(This article belongs to the Special Issue School-Based Mental Health Systems: Psychological Care for Children and Youth)
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28 pages, 4010 KB  
Article
Exploring How a Therapy Dog Intervention in a Tier 3 Classroom Influences Mental Health Components of Well-Being: A Case Study
by Kathleen M. Farrand and Jae Young Jung
Behav. Sci. 2025, 15(11), 1585; https://doi.org/10.3390/bs15111585 - 19 Nov 2025
Viewed by 234
Abstract
The purpose of this case study is to examine how a therapy dog intervention can be integrated into a Tier 3 intervention classroom and how therapy dog interventions influence mental health components of well-being, social, emotional, and behavioral functioning, in a Tier 3 [...] Read more.
The purpose of this case study is to examine how a therapy dog intervention can be integrated into a Tier 3 intervention classroom and how therapy dog interventions influence mental health components of well-being, social, emotional, and behavioral functioning, in a Tier 3 intervention classroom. This research used qualitative methods to triangulate data from classroom observations of the Tier 3 classroom with and without the therapy dog present including video data, field notes, student feedback, and a semi-structured interview with the classroom teacher/handler. Thematic analysis of transcripts from student feedback, semi-structured interview, and field notes was used for qualitative analysis. Multi-modal analysis was used to examine the phenomenon of the therapy dog intervention in the Tier 3 classroom and the multi-modal transcripts were aligned with the theme and sub-themes of the mental health components of well-being. The results indicated that a systematic integration model designed with a therapy dog intervention alongside a traditional Tier 3 approach can influence both emotional support and academic achievement. Therapy dog interventions positively impact the social, emotional, and behavioral well-being of students in Tier 3 settings when effectively integrated as a complementary intervention to enhance existing Tier 3 interventions. Full article
(This article belongs to the Special Issue School-Based Mental Health Systems: Psychological Care for Children and Youth)
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26 pages, 378 KB  
Article
Beyond Problem-Solving: Homeroom Teachers’ Reflective Practice as a Tool for Mental Health Support in Chinese Schools
by Huizhen Zheng, Qili Xie, Danyang Li and Guangrong Jiang
Behav. Sci. 2025, 15(11), 1510; https://doi.org/10.3390/bs15111510 - 6 Nov 2025
Viewed by 678
Abstract
This study explored the psychological characteristics of homeroom teachers’ reflective practice with a focus on student mental health, addressing a gap in empirical research. This study conducted semi-structured interviews with seventeen Chinese homeroom teachers and applied thematic analysis to examine how reflective practice [...] Read more.
This study explored the psychological characteristics of homeroom teachers’ reflective practice with a focus on student mental health, addressing a gap in empirical research. This study conducted semi-structured interviews with seventeen Chinese homeroom teachers and applied thematic analysis to examine how reflective practice supported mental health education. It also evaluated this practice from the perspective of multi-tiered systems of support (MTSS). The findings reveal the cognitive, emotional, motivational, and behavioral characteristics of homeroom teachers’ reflective practice. Cognitive characteristics centered on three aspects—the focus of reflection, the thinking process, and the formation or transformation of cognition—with student mental health being a primary concern. Emotional elements were less explicitly mentioned but were embedded in teachers’ narratives. Motivational characteristics comprised autonomy and physical–mental states, supporting or impeding reflection. Behaviorally, homeroom teachers engaged in silent, written, and dialogic forms of reflection, with silent reflection being common yet often undervalued. The study also indicated that homeroom teachers’ work in mental health education mainly involves MTSS Tier 1 and Tier 2, with insufficient collaboration with other professionals and characteristics distinct from traditional MTSS practices. Overall, the study highlights the multifaceted nature of reflective practice and its implications for enhancing school-based mental health education. Full article
(This article belongs to the Special Issue School-Based Mental Health Systems: Psychological Care for Children and Youth)
22 pages, 1671 KB  
Article
Impact of a Mental Health Consultation Program on Child Psychosocial Development over Two School Years
by Ruby Natale, Yue Pan, Yaray Agosto, Carolina Velasquez, Elana Mansoor, Rebecca Jane Bulotsky-Shearer, Sarah E. Messiah and Jason F. Jent
Behav. Sci. 2025, 15(11), 1497; https://doi.org/10.3390/bs15111497 - 4 Nov 2025
Viewed by 452
Abstract
High-quality early care and education (ECE) programs, characterized by safe environments, emotionally supportive communication, proactive behavior supports, and teacher self-care practices, play a pivotal role in healthy child development. Early Childhood Mental Health Consultation (ECMHC) is an evidence-based approach designed to strengthen these [...] Read more.
High-quality early care and education (ECE) programs, characterized by safe environments, emotionally supportive communication, proactive behavior supports, and teacher self-care practices, play a pivotal role in healthy child development. Early Childhood Mental Health Consultation (ECMHC) is an evidence-based approach designed to strengthen these environments and support young children’s social–emotional outcomes. However, the long-term impacts of ECMHC models remain understudied. Grounded in ECMHC, the purpose of this study is to evaluate the effectiveness of Jump Start Plus COVID Support (JS+CS) in supporting child psychosocial outcomes (prosocial behaviors and reduced externalizing/internalizing behaviors) over two school years. In a cluster-randomized trial, 12 ECE centers received the 14-week JS+CS intervention, and 12 attention control centers received a 14-week obesity prevention program. Children were followed over two school years to determine long-term impacts on behavior, measured by the Devereux Early Childhood Assessment (DECA) and the Strengths and Difficulties Questionnaire (SDQ). Over two school years, significant time-by-group interactions emerged for primary child outcomes. The JS+CS group showed greater improvements in DECA Initiative and Self-Regulation (p = 0.01 and p = 0.02, respectively) compared to controls. JS+CS significantly enhanced child psychosocial functioning, supporting its potential as an effective model for a scalable mental health consultation in ECE settings. Full article
(This article belongs to the Special Issue School-Based Mental Health Systems: Psychological Care for Children and Youth)
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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 1144
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 1336
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 805 | 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 1264
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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Other

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16 pages, 529 KB  
Project Report
Youth Engagement in School Mental Health Teaming: Structure, Processes, and Outcomes of a Youth Leadership Academy to Promote Emotional Well-Being in Schools
by Tiffany S. Beason, Zahra Ladhani, Perrin Robinson, Kathryn M. Trainor, Jenna E. Russo, Jessica Bernstein and Jill H. Bohnenkamp
Behav. Sci. 2025, 15(11), 1563; https://doi.org/10.3390/bs15111563 - 17 Nov 2025
Viewed by 364
Abstract
Background: It is essential that leaders in education and behavioral health partner with youth to build Comprehensive School Mental Health (CSMH) systems. One mechanism to elevate youth perspectives in CSMH system building is by engaging youth as members of CSMH teams. Method: The [...] Read more.
Background: It is essential that leaders in education and behavioral health partner with youth to build Comprehensive School Mental Health (CSMH) systems. One mechanism to elevate youth perspectives in CSMH system building is by engaging youth as members of CSMH teams. Method: The current study describes the structure, process and impact of a school-based Youth Leadership Academy (YLA) that integrated youth leaders into CSMH teams with state, district, and school leaders. The YLA offered student leaders opportunities to (1) receive training and mentorship to enhance their capacities to serve as leaders on CSMH teams, (2) provide input on CSMH priorities and (3) set MTSS goals to advance emotional well-being in schools. This study summarizes youth-driven multi-tiered systems of support (MTSS) goals and action plans by youth participants and the impact of youth participation in the YLA on indicators of positive youth development. Results: Youth most often contributed to planning and/or implementation of Tier 1-Universal Mental Health supports related to mental health literacy and school climate. Pre-post surveys revealed YLA participation was associated with statistically significant increases in youth reports of core social and emotional learning skills, positive identity, and contribution. Conclusions: Schools can replicate the YLA structure to enhance MTSS and foster youth leader skill development. Full article
(This article belongs to the Special Issue School-Based Mental Health Systems: Psychological Care for Children and Youth)
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