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Investing in school mental health programs has the potential to improve youths' access to mental health services. Barriers to the implementation of school mental health programs include limited workforce capacity, competing priorities, and lack of coordinated care. The current paper describes the history, development, and key components of the Behavioral Health Team (BHT) model that was established to promote implementation of school mental health programming. The BHT is a multi‐disciplinary team designed to maximize resources and collaboration, provide early identification of students with behavioral health needs, and match and connect students to the indicated interventions using data‐informed decision making. BHTs are tasked with selecting appropriate interventions, assuring fidelity of implementation, monitoring student progress and making adjustments based on data to enhance the sustainability and dissemination of evidence‐based prevention and intervention in schools. The paper reviews two case examples to illustrate how this model has been applied both within a large urban school district and a medium‐sized suburban school district. Results demonstrate that district support facilitates sustainability and expansion of the BHT model over time. Schools implementing this model demonstrate improvement in implementation of the BHT key components.

Despite efforts to embed mental health supports within schools, few models exist to facilitate the implementation of targeted (Tier II) evidence‐based interventions in schools. To address this gap, a collaborative partnership was formed between a pediatric teaching hospital and a large urban public school district. The current exploratory study details the development and implementation of a training model (Comprehensive Implementation Training and Support—CITAS) that addresses both consultation and organizational factors known to promote the successful implementation of Tier II interventions. Additionally, the study utilizes a case example approach to highlight initial promise and areas for future development. Results demonstrated a need for CITAS to support effective implementation and provided encouraging data on the acceptability, feasibility, and initial promise of this model. Participating clinicians demonstrated engagement and satisfaction with the activities included in the CITAS model, high levels of fidelity to the intervention, and improvement in outcomes for students participating in Anger Coping groups facilitated by CITAS clinicians. Findings also indicated that the CITAS model facilitated the navigation of organizational barriers (e.g., leadership support, resources, time) that promoted implementation success.

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