Revisiting the Percentage of K-12 Students in Need of Preventive Interventions in Schools in a “Peri-COVID” Era: Implications for the Implementation of Tiered Programming

Weist, Mark D.; Garbacz, Andy; Schultz, Brandon; Bradshaw, Catherine P.; Lane, Kathleen Lynne

doi:10.1007/s11121-023-01618-x

Cited by 8 publications

(1 citation statement)

References 36 publications

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“…Streamlining the development and implementation of effective culturally affirming and evidencebased interventions is more important than ever. Increasing youth mental health needs in this COVID-19 recovery era necessitate implementation of interventions with fidelity in all three tiers (Weist et al, 2023). Implementing with fidelity has become more imperative as shortages of school-based mental health professionals have become commonplace.…”

Section: Discussionmentioning

confidence: 99%

Strategies to Enhance Implementation Fidelity in School-Counselor-Led, Culturally Affirming Tier 2 Groups

Donohue,

Smith Durkin,

Frank

2024

Professional School Counseling

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Multitiered systems of support (MTSS) teams use data to match student needs with an appropriate Tier 2 intervention. School counselors mobilize quickly to provide evidence-based and culturally affirming interventions. We present a compilation of best practices for delivering culturally affirming, small-group Tier 2 interventions with fidelity. Discussion includes implications for training; school-counselor-led, culturally affirming small-group intervention planning; strategies to ensure fidelity of implementation; and viewing data using an antiracist lens.

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Section: Discussionmentioning

confidence: 99%

Strategies to Enhance Implementation Fidelity in School-Counselor-Led, Culturally Affirming Tier 2 Groups

Donohue,

Smith Durkin,

Frank

2024

Professional School Counseling

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Tiered Mental Health Support: Meeting the Needs of All Students

Kern,

Rusnak

2024

Scaling Effective School Mental Health Interventions and Practices

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A Research-Practice Partnership to Develop the R-CITY Multi-Component, Equity-Focused Social–Emotional Learning Intervention

Bottiani,

Gillins,

Griffin

et al. 2024

School Mental Health

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There is growing interest in the integration of social–emotional learning (SEL) and equity approaches in schools, yet systematic research on how to blend these two frameworks is limited. In this article, we describe the process by which a research-practice partnership (RPP) collaborated to iteratively co-create a multi-component equity-focused SEL preventive intervention in the context of a politically charged landscape related to the ‘dual pandemics’ of racial injustice and COVID-19 in the early 2020s. We conducted a document review of informal data sources (e.g., meeting minutes, correspondence) and analyses of formal data sources (i.e., teacher interviews, student focus groups) to describe how we overcame challenges to form an RPP, to demonstrate our collaborative intervention development efforts, and to assess feedback on the contextual appropriateness of the intervention. We discuss lessons learned from our partnership efforts and reflect on future directions for RPP-driven work to advance equity-focused SEL in K-12 public schools.

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Revisiting the Percentage of K-12 Students in Need of Preventive Interventions in Schools in a “Peri-COVID” Era: Implications for the Implementation of Tiered Programming

Cited by 8 publications

References 36 publications

Strategies to Enhance Implementation Fidelity in School-Counselor-Led, Culturally Affirming Tier 2 Groups

Strategies to Enhance Implementation Fidelity in School-Counselor-Led, Culturally Affirming Tier 2 Groups

Tiered Mental Health Support: Meeting the Needs of All Students

A Research-Practice Partnership to Develop the R-CITY Multi-Component, Equity-Focused Social–Emotional Learning Intervention

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