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School‐Based Mental Health Practices Within a Multi‐Tiered System of Support: A Mixed Methods Investigation of Targeted and Intensive Services.

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Title: School‐Based Mental Health Practices Within a Multi‐Tiered System of Support: A Mixed Methods Investigation of Targeted and Intensive Services.
Authors: Ormiston, Heather E. (AUTHOR), Nygaard, Malena A. (AUTHOR), Husmann, Polly (AUTHOR)
Source: Psychology in the Schools. Apr2025, Vol. 62 Issue 4, p1087-1099. 13p.
Subjects: Mental health personnel, Mental health services, Special education, Services for students, Mental health, Multi-tiered systems of supports
Abstract: Research supports the use of multi‐tiered systems of support (MTSS) for meeting student academic, behavioral, and socioemotional needs. MTSS is viewed as an ideal model to deliver school‐based mental health (SBMH) services to students. However, limited research has examined what this framework for service delivery looks like in practice. Utilizing a national participant sample and a mixed‐methods convergent (quan + QUAL) design, the purpose of this study is to examine participant use of MTSS for SBMH and to examine practitioners' perspectives on the implementation of Tier 2 and 3 services. Respondents in our current sample indicated a level of uncertainty regarding the identification of students for SBMH services and the delivery of Tier 2 and Tier 3 services, particularly as this relates to special education. Additionally, respondents indicated "insufficient" supports for the provision of Tier 3 services. Limitations, implications for practice, and future directions are discussed. Summary: Within an MTSS framework, mental health support in schools varies widely in terms of how students are eligible for, and receive, mental health services.Survey and interview participants indicated they have "insufficient" supports for the provision of Tier 3 services.School mental health practitioners have little time to provide preventative or proactive mental health services. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: School‐Based Mental Health Practices Within a Multi‐Tiered System of Support: A Mixed Methods Investigation of Targeted and Intensive Services.
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Apr2025, Vol. 62 Issue 4, p1087-1099. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Mental+health+personnel%22">Mental health personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health+services%22">Mental health services</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Services+for+students%22">Services for students</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink><br /><searchLink fieldCode="DE" term="%22Multi-tiered+systems+of+supports%22">Multi-tiered systems of supports</searchLink>
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  Data: Research supports the use of multi‐tiered systems of support (MTSS) for meeting student academic, behavioral, and socioemotional needs. MTSS is viewed as an ideal model to deliver school‐based mental health (SBMH) services to students. However, limited research has examined what this framework for service delivery looks like in practice. Utilizing a national participant sample and a mixed‐methods convergent (quan + QUAL) design, the purpose of this study is to examine participant use of MTSS for SBMH and to examine practitioners' perspectives on the implementation of Tier 2 and 3 services. Respondents in our current sample indicated a level of uncertainty regarding the identification of students for SBMH services and the delivery of Tier 2 and Tier 3 services, particularly as this relates to special education. Additionally, respondents indicated "insufficient" supports for the provision of Tier 3 services. Limitations, implications for practice, and future directions are discussed. Summary: Within an MTSS framework, mental health support in schools varies widely in terms of how students are eligible for, and receive, mental health services.Survey and interview participants indicated they have "insufficient" supports for the provision of Tier 3 services.School mental health practitioners have little time to provide preventative or proactive mental health services. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/pits.23380
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        Text: English
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      – SubjectFull: Special education
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      – SubjectFull: Services for students
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      – SubjectFull: Multi-tiered systems of supports
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              M: 04
              Text: Apr2025
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