Interdisciplinary collaboration in school mental health: a scoping review.
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| Title: | Interdisciplinary collaboration in school mental health: a scoping review. |
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| Authors: | Bateson, Martina (AUTHOR), Casley, Marilyn (AUTHOR), Cartmel, Jennifer (AUTHOR), McGregor, Glenda (AUTHOR) |
| Source: | Journal of Interprofessional Care. May/Jun2026, Vol. 40 Issue 3, p551-564. 14p. |
| Subjects: | Interprofessional relations, Mental health, Occupational roles, Executives, Respect, CINAHL database, Content analysis, Psychological well-being, Teachers, Systematic reviews, Professions, Thematic analysis, School mental health services, Ability, Trust, Training |
| Abstract: | Integrating mental health and wellbeing services in schools has the potential to improve students' socio-emotional wellbeing, engagement in learning and education outcomes. This scoping review aimed to establish and synthesize the current evidence base in relation to the junction of education and mental health and wellbeing practice. A systematic search and screening of peer-reviewed and gray research literature was conducted and resulted in the identification of 56 relevant sources. Extracted data was analyzed using descriptive and qualitative synthesis via content analysis. The largely exploratory and qualitative studies examined a range of influences on interdisciplinary collaborations. Enablers and barriers were interconnected and related to interprofessional relationships, the role of teachers and administrators in collaborations, territorialism, or the perceived practice divide between education and mental health, resourcing issues and the need for role clarity, appropriate training and structures and processes which support joint working. Insights gained may inform practice, policy, and research at the evolving intersection of education and mental health and wellbeing practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd 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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| Abstract: | Integrating mental health and wellbeing services in schools has the potential to improve students' socio-emotional wellbeing, engagement in learning and education outcomes. This scoping review aimed to establish and synthesize the current evidence base in relation to the junction of education and mental health and wellbeing practice. A systematic search and screening of peer-reviewed and gray research literature was conducted and resulted in the identification of 56 relevant sources. Extracted data was analyzed using descriptive and qualitative synthesis via content analysis. The largely exploratory and qualitative studies examined a range of influences on interdisciplinary collaborations. Enablers and barriers were interconnected and related to interprofessional relationships, the role of teachers and administrators in collaborations, territorialism, or the perceived practice divide between education and mental health, resourcing issues and the need for role clarity, appropriate training and structures and processes which support joint working. Insights gained may inform practice, policy, and research at the evolving intersection of education and mental health and wellbeing practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13561820 |
| DOI: | 10.1080/13561820.2026.2633621 |
