@article{ref1,
title="Disparities in the implementation of school-based mental health supports among K-12 public schools",
journal="Psychiatric services",
year="2023",
author="Moore, Shamia and Timpe, Zach and Rasberry, Catherine N. and Hertz, Marci and Verlenden, Jorge and Spencer, Patricia and Murray, Colleen and Lee, Sarah and Barrios, Lisa C. and Tripathi, Tasneem and McConnell, Luke and Iachan, Ronaldo and Pampati, Sanjana",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="OBJECTIVE: The authors sought to explore the availability of mental health supports within public schools during the COVID-19 pandemic by using survey data from a nationally representative sample of U.S. K-12 public schools collected in October-November 2021. <br><br>METHODS: The prevalence of 11 school-based mental health supports was examined within the sample (N=437 schools). Chi-square tests and adjusted logistic regression models were used to identify associations between school-level characteristics and mental health supports. School characteristics included level (elementary, middle, or high school), locale (city, town, suburb, or rural area), poverty level, having a full-time school nurse, and having a school-based health center. <br><br>RESULTS: Universal mental health programs were more prevalent than more individualized and group-based supports (e.g., therapy groups); however, prevalence of certain mental health supports was low among schools (e.g., only 53% implemented schoolwide trauma-informed practices). Schools having middle to high levels of poverty or located in rural areas or towns and elementary schools and schools without a health infrastructure were less likely to implement mental health supports, even after analyses were adjusted for school-level characteristics. For example, compared with low-poverty schools, mid-poverty schools had lower odds of implementing prosocial skills training for students (adjusted OR [AOR]=0.49, 95% CI=0.27-0.88) and providing confidential mental health screening (AOR=0.42, 95% CI=0.22-0.79). <br><br>CONCLUSIONS: Implementation levels of school-based mental health supports leave substantial room for improvement, and numerous disparities existed by school characteristics. Higher-poverty areas, schools in rural areas or towns, and elementary schools and schools without a health infrastructure may require assistance in ensuring equitable access to mental health supports.<p /> <p>Language: en</p>",
language="en",
issn="1075-2730",
doi="10.1176/appi.ps.20220558",
url="http://dx.doi.org/10.1176/appi.ps.20220558"
}