Contextual Features of Public Schools in the United States as Settings for Mental Health Promotion

Burke, Robert W.; Stephan, Sharon H.

doi:10.1080/1754730x.2008.9715722

Cited by 13 publications

(10 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…132 Education and health policies are progressively convergent on a set of quality indicators that, if enacted, can support a comprehensive continuum of services for children and families. These indicators include accountable care organisations, the meaningful use of data to improve quality, and pay-for-performance incentives to promote healthy behaviours.…”

Section: Resultsmentioning

confidence: 99%

Mental health interventions in schools in high-income countries

Fazel

Hoagwood

Stephan

et al. 2014

The Lancet Psychiatry

499

409

View full text Add to dashboard Cite

Mental health services embedded within school systems can create a continuum of integrative care that improves both mental health and educational attainment for children. To strengthen this continuum, and for optimum child development, a reconfiguration of education and mental health systems to aid implementation of evidence-based practice might be needed. Integrative strategies that combine classroom-level and student-level interventions have much potential. A robust research agenda is needed that focuses on system-level implementation and maintenance of interventions over time. Both ethical and scientific justifications exist for integration of mental health and education: integration democratises access to services and, if coupled with use of evidence-based practices, can promote the healthy development of children.

show abstract

Section: Resultsmentioning

confidence: 99%

Mental health interventions in schools in high-income countries

Fazel

Hoagwood

Stephan

et al. 2014

The Lancet Psychiatry

499

409

View full text Add to dashboard Cite

show abstract

“…United Kingdom, the Netherlands), more than a third indicated that this is not a high priority within their schools. Differences between countries in the level of priority given to mental health support might also reflect economic differences between countries as is observed more broadly for mental health services available in countries (Levav et al, 2004) and country differences in the conceptualization of the role of schools in promoting student wellbeing (Burke & Stephan, 2008). Approximately half the surveyed schools indicated that they had a policy within the school regarding students' mental health.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, the key barriers to receiving support, including stigma and difficulty accessing services are reduced in schools (Stephan et al, 2007;Weist, 1999). Although schools are a key setting in which mental health interventions can be implemented, they often fail to be prioritized within schools (Burke & Stephan, 2008;Greenberg, 2010;Shoshani & Steinmetz, 2013). Hence, one of the key aspects of this study will be to investigate the priority given to mental health support in schools.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Mental health provision in schools: priority, facilitators and barriers in 10 European countries

Patalay

Giese

Stanković

et al. 2016

Child Adoles Ment Health

View full text Add to dashboard Cite

Background Although schools are a key setting for the provision of mental health support for young people, little is known about the facilitators and barriers for providing such support. This study aimed to collect information from schools in 10 European countries regarding the priority given to mental health support for students, existence of a mental health‐related school policy, links with relevant external agencies, schools’ perceptions on whether they are providing sufficient mental health support and the barriers to provision of mental health support. Methods Data from 1346 schools were collected in France, Germany, Ireland, the Netherlands, Poland, Serbia, Spain, Sweden, United Kingdom and Ukraine through an online survey. Results Around 3% of the surveyed schools indicated that mental health provision was not a priority, compared to 47% indicating that it was a high/essential priority. More than half the surveyed schools did not implement a school policy regarding mental health. Half the surveyed schools reported not providing sufficient support with the key barriers identified including limited staff capacity, funding, access to specialists and lack of national policy and less than a third of schools reported good or excellent links with local mental health services. However, the responses varied by country with 8–19% between‐country variation across the study outcomes. Secondary schools reported significantly better links with agencies, were more likely to have a school policy and were less likely to indicate having sufficient existing support compared to primary schools. Privately funded schools reported that mental health support was a higher priority and identified less barriers to provision compared to publicly funded schools. Conclusions This study provides an up‐to‐date and cross‐country insight into schools’ perceptions regarding priority given to mental health support and the barriers they face in providing sufficient mental health and wellbeing support for their students. The cross‐country comparisons allow for a better understanding of the relationships between policy, practice and implementation and provide a platform for shared experiences and learning.

show abstract

“…50,51 The team understood that selection, implementation, and impact of any practice would be affected by what students, their families, school personnel, community members, and mental health providers brought to the many opportunities to interact, communicate, and collaborate.…”

Section: Implementation Question 3: Is Practice Adaptable To Local Comentioning

confidence: 99%

Strategies for Integrating Mental Health into Schools via a Multitiered System of Support

Stephan

Sugai

Lever

et al. 2015

Child and Adolescent Psychiatric Clinics of North America

View full text Add to dashboard Cite

Contextual Features of Public Schools in the United States as Settings for Mental Health Promotion

Cited by 13 publications

References 22 publications

Mental health interventions in schools in high-income countries

Mental health interventions in schools in high-income countries

Mental health provision in schools: priority, facilitators and barriers in 10 European countries

Strategies for Integrating Mental Health into Schools via a Multitiered System of Support

Contact Info

Product

Resources

About