Abstract
Over the past 20 years, a growing amount of research has been conducted, and strategies have been implemented to determine the most effective ways to ensure that all youth achieve positive outcomes from the school system. It is widely accepted that the purpose of schools is to promote learning and provide students with the skills necessary to become productive members of society. Although there is no question of the responsibility for schools to develop student’s academic learning, there continues to be some disagreement and debate around the role of schools in promoting mental health and addressing students with mental health needs. Students with good mental health have the potential to be more successful in school; however, students who exhibit mental health difficulties may be less successful in accessing the curriculum. As such, these children and adolescents often have higher absenteeism, more difficulty completing assignments, and increased conflicts with both peers and adults (Skalski & Smith, 2006). These students are at much greater risk for dropping out of school and suffering from long-term difficulties, which reduces their quality of life and results in them being less productive adult citizens (National Institute of Mental Health, 2001). There is compelling evidence that there are strong, positive associations between mental health and academic success and that emotional and behavioral health problems are significant barriers to learning (Adelman & Taylor, 2006; Paternite, 2005). Therefore, mental health is essential for healthy development, individual success in life, and the welfare of the community (Power, 2003).
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Christner, R.W., Mennuti, R.B., Heim, M., Gipe, K., Rubenstein, J.S. (2011). Facilitating Mental Health Services in Schools: Universal, Selected, and Targeted Interventions. In: Lionetti, T., Snyder, E., Christner, R. (eds) A Practical Guide to Building Professional Competencies in School Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-6257-7_11
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