The Effectiveness of School-Based Mental Health Services for Elementary-Aged Children: A Meta-Analysis

Sanchez, Amanda L.; Cornacchio, Danielle; Poznanski, Bridget; Golik, Alejandra; Chou, Tommy; Comer, Jonathan S.

doi:10.1016/j.jaac.2017.11.022

Cited by 204 publications

(140 citation statements)

References 75 publications

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“…Although a substantial number of schoolbased mental health intervention trials have been undertaken, relatively little consensus has emerged about optimal programme design elements, with particular debate centred around questions of targeted versus universal provision (Rapee et al, 2006). Previous reviews have shown that targeted interventions (i.e., those focused on students who are at risk for, or currently presenting with mental health problems) are associated with stronger and more durable effects on mental health outcomes (Sanchez et al, 2018;Werner-Seidler et al, 2017). On the other hand, universal interventions have been advocated to enable wider coverage for students with diverse needs and ensure closer integration with school curricula (Fazel et al, 2014).…”

mentioning

confidence: 99%

Stigma related to targeted school-based mental health interventions: A systematic review of qualitative evidence

Gronholm

Nye

Michelson

2018

Journal of Affective Disorders

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confidence: 99%

Stigma related to targeted school-based mental health interventions: A systematic review of qualitative evidence

Gronholm

Nye

Michelson

2018

Journal of Affective Disorders

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“…Cossu et al [15] summarized in a review that school-based intervention programs can reduce symptoms of almost all mental disorders. In a recent study by Sanchez et al [16], school-based services yielded a small-to-medium effect in decreasing mental health problems. The largest effects were found for targeted interventions, followed by selective prevention.…”

Section: Introductionmentioning

confidence: 99%

“…The largest effects were found for targeted interventions, followed by selective prevention. Mental health services targeting externalizing problems were shown to be most effective when they were integrated in students’ regular academic schedule [16]. …”

Section: Introductionmentioning

confidence: 99%

CCSchool: a multicentre, prospective study on improving continuum of care in children and adolescents with mental health problems associated with school problems in Germany

Boege¹,

Herrmann²,

Wolff³

et al. 2018

BMC Health Serv Res

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BackgroundMost psychiatric disorders in childhood and adolescence cause impairment in academic performance. Early interventions in school are thought to reduce the burden of disorder and prevent chronicity of disorder, while a delay in reachable help may result in more severe symptoms upon first time presentation, often then causing upon first-time presentation immediate need of inpatient care.MethodsThe study aims at reducing hospitalization rates and increasing social participation and quality of life among children and adolescents by establishing collaborations between schools, mental health care services and youth welfare services. CCSchool offers children and adolescents, aged six to 18 years, who present with psychiatric problems associated to school problems, a standardized screening and diagnostic procedure as well as treatment in school if necessary. Students can participate in CCSchool in three federal states of Germany if they a) show symptoms vindicating a mental health diagnosis, b) present with confirmed school problems and c) have a level of general functioning below 70 on the children global assessment of Functioning (C-GAF). Intervention takes place in three steps: module A (expected n = 901, according to power calculation) with standardized diagnostic procedures; module B (expected n = 428) implies a school-based assessment followed by a first intervention; module C (expected n = 103) offering school-based interventions with either four to six sessions (basic, 80% of patients) or eight to 12 sessions (intensive, 20% of patients).Primary aim is to evaluate the effectiveness of CCSchool, in reducing the need of hospitalization in children with mental health problems. The analyses will be conducted by an independent institute using mainly data collected from patients and their caregivers during study participation. Additionally, claims data from statutory health insurances will be analysed. Relevant confounders will be controlled in all analyses.DiscussionEvaluation may show if CCSchool can prevent hospitalizations, enhance social participation and improve quality of life of children and adolescents with mental health problems by providing early accessible interventions in the school setting.Trial registrationDeutsches Register Klinischer Studien, Trial registration number: DRKS00014838, registered on 6th of June 2018.

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“…SMH service providers include school counselors, psychologists, and social workers, but in some special cases-referred to as "expanded" SMH-can include community-based professionals (eg, clinical psychologists, psychiatrists) in meaningful partnerships with schools. The research on SMH shows that these efforts can be effective, resulting in significant reductions in childhood mental health problems [2] and tertiary care costs [3].…”

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confidence: 99%

Mental Health Services in North Carolina's Public Schools

Schultz

Al-Hammori

Mirabelli

et al. 2020

North Carolina Medical Journal

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The Effectiveness of School-Based Mental Health Services for Elementary-Aged Children: A Meta-Analysis

Cited by 204 publications

References 75 publications

Stigma related to targeted school-based mental health interventions: A systematic review of qualitative evidence

Stigma related to targeted school-based mental health interventions: A systematic review of qualitative evidence

CCSchool: a multicentre, prospective study on improving continuum of care in children and adolescents with mental health problems associated with school problems in Germany

Mental Health Services in North Carolina's Public Schools

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