Recommended practice #1
Identify students at high risk for mental health distress
Overview:
It’s also important for staff to know that sometimes there are no warning signs before a crisis, which underscores the value of devoting time to regular check-ins with your students and building trusting relationships with them.
If you or someone you know is experiencing a mental health crisis, text, call, or chat 988, the National Suicide and Crisis Lifeline, for a free confidential conversation with a trained counselor 24/7.
21% of students aged 12-17 have experienced a major depressive episode, 37% have experienced persistent feelings of sadness or hopelessness, and 15% have seriously considered attempting suicide.1
1National Institute of Mental Health. (2021). Mental Health Information: Statistics. Retrieved from National Institute of Mental Health
LEARN WHEN TO USE IT IN YOUR SCHOOL
The growing prevalence of mental health issues among young people across the nation highlights the need for schools - with key stakeholder input - to carefully select, plan, and implement universal or targeted screening strategies aimed at identifying students at high risk for mental health distress. This approach works best when it has a clear objective and is backed by a system to gather, evaluate, and thoughtfully address the results.
School communities that have faced significant traumatic events, such as natural disasters, violence, or economic hardship, should be especially vigilant in identifying students who may be at greater risk for mental health distress due to these experiences.
There are other signs to pay attention to as well. Although there may be varying reasons for the following concerns, it’s important to consider mental health distress as one of the possibilities:
- High rates of absenteeism and disciplinary issues
- A significant decline in grades or academic performance
- Elevated rates of substance misuse among students
- An increase in reported instances of self-harm, suicidal thoughts, or suicide attempts
By remaining vigilant to these warning signs and taking proactive measures to address them, schools are better equipped to foster a supportive environment that promotes mental health and well-being for all students, particularly those who are most vulnerable to distress.
CONSIDERATIONS FOR IMPLEMENTATION
Strategies to identify students at high risk for mental health distress are most effective when conducted with a clear goal and supported by a strong infrastructure to collect, review, and respond sensitively to results. Other actions supported by evidence or shown to be promising practices include:
- Adopting a comprehensive, data-driven, multi-tiered approach to mental health promotion. Schools should implement a Multi-Tiered System of Supports (MTSS) framework that includes targeted interventions for students who demonstrate a need for or are identified as needing more intensive mental health support.
- Using evidence-based screening tools. Using validated, age-appropriate screening tools and making sure the professionals administering them are trained in their use is essential to accurately identifying students at risk for mental health challenges. Examples include the Strengths and Difficulties Questionnaire (SDQ) and the Pediatric Symptom Checklist (PSC).
- Engaging parents and caregivers. Involving families in decisions about screening and intervention processes, and providing clear, culturally sensitive communication about the purpose and results of screenings is critical in building trust and support.
- Providing staff training and support. Providing professional development and ongoing support to teachers and staff is crucial for effectively implementing targeted screening and intervention strategies.3
- Assuring continuous evaluation and improvement. Regularly evaluating the effectiveness of screening and intervention efforts, and using data to guide decision-making and improvements can help ensure that these strategies are meeting the needs of students.4
By implementing these best practices and addressing key success factors, schools can more effectively identify and support students at high risk for mental health distress, promoting better outcomes for both individual students and the school community as a whole.
How Tech Can Support
Recommended Practice #2
Ensure student access to mental health supports and, when needed, professional treatment
Overview:
Having trained school counselors, psychologists, or social workers available for individual and group counseling, crisis intervention, and referrals to more intensive services is ideal. However, since they may not always be the first point of contact for a student in distress, or available in all schools, staff members should be trained to respond appropriately, know about available resources, and understand the school-based referral pathways for getting students the help they need.
Some students will need more intensive help, making it important to have partnerships with community mental health providers and clear referral procedures to help parents and caregivers find community treatment. This helps ensure a seamless continuum of care that includes thoughtful planning to successfully transition back to school should treatment necessitate an extended absence.
Only 50% of youth aged 6-17 with a mental health disorder received treatment in the past year, indicating a significant gap in access to care.2
2Whitney, D. G., & Peterson, M. D. (2019). US national and state-level prevalence of mental health disorders and disparities of mental health care use in children. JAMA Pediatrics, 173(4), 389-391.
The Evidence Base
LEARN WHEN TO USE IT IN YOUR SCHOOL
It is important for schools to recognize and respond to urgent needs for mental health support. Timely access to quality mental health care can make all the difference for vulnerable youth, promoting healthy development and resilience.
Identifying students at high-risk typically involves a two-stage process: a brief screening to flag potential suicide or mental health concerns, followed by connecting students needing extra support to appropriate, culturally competent mental health services and supports. Should a needs assessment reveal gaps or raise concerns about effectiveness of existing programming, making changes, enhancing current services, or implementing new solutions is important.
CONSIDERATIONS FOR IMPLEMENTATION
Research has identified several key factors that contribute to the success of ensuring students have access to mental health supports and professional treatment in school settings. By incorporating these evidence-based or promising practices, schools can promote better mental health outcomes and academic success for students. These practices include:
- Ensuring access to mental health professionals for collaboration. Many schools have school-based mental health professionals, such as school psychologists and counselors readily available, but some school districts may not have dedicated staff. In that case, working with a community-based professional or leveraging regional partnerships can help ensure that screening and intervention efforts are effective and appropriate.
- Having a designated mental health leader or coordinator within the school. Ideally, each school in a district will have a trained professional who can help ensure that mental health resources are effectively managed and accessible to staff. This leader can be the go-to person for staff who are navigating mental health concerns.
- Integrating mental health services into the school setting. School-based health centers or partnerships with community health providers can increase access to care and improve outcomes.
- Adopting trauma- and grief-informed practices. Implementing trauma-and grief-informed practices in schools can help create a supportive environment that promotes resilience and healing for students who have experienced adverse childhood experiences or traumatic events.
- Ensuring culturally responsive services. Providing culturally responsive mental health services that are tailored to the diverse needs of students and families has been shown to make a difference in student (and family) engagement and outcomes.4
By incorporating these evidence-based practices and addressing key success factors, schools can effectively ensure student access to mental health supports and professional treatment, ultimately promoting better mental health outcomes and academic success for all members of the school community.
How Tech Can Support
Explore Ready Made Resources
The Jed Foundation’s High School Educator Guide to Supporting Students provides high school educators with simple, evidence-based ways to support your students.
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This guide from SAMHSA outlines common warning signs and risk factors for emotional distress that children, adults, and first responders often experience.
Unraveling the Stigma, a report from the Jed Foundation, aims to start a dialogue about what caring adults like parents and teachers, as well as peers, can do to better support teen help-seeking behaviors
3 Chafouleas, S. M., Johnson, A. H., Overstreet, S., & Santos, N. M. (2016). Toward a blueprint for trauma-informed service delivery in schools. School Mental Health, 8(1), 144-162. https://doi.org/10.1080/2372966X.2016.1235787
4 Hall, J. S., Fong, G. T., & Ilic, S. (2016). The effectiveness of culturally tailored counseling interventions on health-related outcomes for ethnically diverse populations: A systematic review. International Journal of Psychology, 51(S1), 1-14. https://doi.org/10.1177/0095798416639189
