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Using Early Childhood Mental Health Consultation to Facilitate the Social-Emotional Competence and School Readiness of Preschool Children in Marginalized Communities

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Title: Using Early Childhood Mental Health Consultation to Facilitate the Social-Emotional Competence and School Readiness of Preschool Children in Marginalized Communities
Language: English
Authors: Mathis, E. (ORCID 0000-0002-4248-6454), Hartz, K., Berkowitz, M., Carlson, A., Kimport, R., Brown, C., Biel, M. G., Domitrovich, C. E.
Source: School Mental Health. Sep 2022 14(3):608-623.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Teachers, Preschool Children, Social Emotional Learning, Academic Achievement, Mental Health Programs, Consultation Programs, School Readiness, Disadvantaged, Power Structure, Student Behavior
DOI: 10.1007/s12310-021-09486-y
ISSN: 1866-2625
1866-2633
Abstract: Early childhood mental health consultation (ECMHC) is a capacity-building intervention that aims to enhance the quality of young children's affective environments in order to promote children's social, emotional, and behavioral health. In this study, the effects of ECMHC on children's social-emotional and early academic outcomes over the course of one academic year were evaluated in 20 classrooms (15 intervention and 5 comparison) with 38 teachers (29 intervention and 8 comparison), and 390 children (282 intervention and 108 comparison; M[subscript age] = 46.71 months old) across 3 schools. Observations, teacher ratings, and direct assessment were used to evaluate children's social-emotional skills and early academic outcomes. A three-level model that accounted for the nesting of children within classrooms within schools found that children in intervention schools had more positive classroom behavior, fewer observed social-emotional challenges, and higher academic achievement in math, literacy, and writing at the end of the school year. Our findings suggest that this model of ECMHC is an effective way to spread out the expertise of mental health professionals and improve the social, emotional, and academic outcomes for children in the school setting. This is particularly important for marginalized and under-resourced communities who often face higher levels of adversity and mental health needs with fewer available resources as a result of structural factors including racism and underinvestment of public funds.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1346157
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Mathis%2C+E%2E%22">Mathis, E.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4248-6454">0000-0002-4248-6454</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hartz%2C+K%2E%22">Hartz, K.</searchLink><br /><searchLink fieldCode="AR" term="%22Berkowitz%2C+M%2E%22">Berkowitz, M.</searchLink><br /><searchLink fieldCode="AR" term="%22Carlson%2C+A%2E%22">Carlson, A.</searchLink><br /><searchLink fieldCode="AR" term="%22Kimport%2C+R%2E%22">Kimport, R.</searchLink><br /><searchLink fieldCode="AR" term="%22Brown%2C+C%2E%22">Brown, C.</searchLink><br /><searchLink fieldCode="AR" term="%22Biel%2C+M%2E+G%2E%22">Biel, M. G.</searchLink><br /><searchLink fieldCode="AR" term="%22Domitrovich%2C+C%2E+E%2E%22">Domitrovich, C. E.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Mental+Health%22"><i>School Mental Health</i></searchLink>. Sep 2022 14(3):608-623.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Early childhood mental health consultation (ECMHC) is a capacity-building intervention that aims to enhance the quality of young children's affective environments in order to promote children's social, emotional, and behavioral health. In this study, the effects of ECMHC on children's social-emotional and early academic outcomes over the course of one academic year were evaluated in 20 classrooms (15 intervention and 5 comparison) with 38 teachers (29 intervention and 8 comparison), and 390 children (282 intervention and 108 comparison; M[subscript age] = 46.71 months old) across 3 schools. Observations, teacher ratings, and direct assessment were used to evaluate children's social-emotional skills and early academic outcomes. A three-level model that accounted for the nesting of children within classrooms within schools found that children in intervention schools had more positive classroom behavior, fewer observed social-emotional challenges, and higher academic achievement in math, literacy, and writing at the end of the school year. Our findings suggest that this model of ECMHC is an effective way to spread out the expertise of mental health professionals and improve the social, emotional, and academic outcomes for children in the school setting. This is particularly important for marginalized and under-resourced communities who often face higher levels of adversity and mental health needs with fewer available resources as a result of structural factors including racism and underinvestment of public funds.
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