Scalable, science-backed tools improve student mental health

Key points:

Faced with time and resource constraints, decision makers in the K-20 education sector require accessible, cost-effective, and efficient solutions to address their most pressing challenges. Among these challenges is the mental health of students.

The pandemic has led to increased levels of depression, anxiety and a decreased sense of belonging among students. According to the US Surgeon General, the student mental health crisis is without a doubt the defining challenge of our time. Unmet student mental health needs are associated with behavioral problems, school violence, substance abuse, school dropouts, and poor academic performance (Darney et al., 2013).

A scalable, science-backed solution to this mental health challenge is to provide students with an anonymous questionnaire that provides personalized feedback and support resources in the areas of mental health, well-being, social support, and psychosocial areas relevant to persistence and achievement. school performance. . This includes a growth mindset and a sense of belonging to your school or university.

These screening tools, often called universal mental health screenings, are not available to most school administrators; However, when they become aware of these types of tools, most express great interest in their own school using one (Wood & McDaniel, 2020). Additionally, major educational and psychological organizations, such as the National Association of School Psychologists and the American Psychological Association, recommend the use of universal screening (Albers et al., 2007).

Powered by science for greater success

A key component of this type of solution is its research-based approach. Studies show that assessment of students' mental health functions serves as an intervention and prevention of the development of mental health problems (Desrochers, 2006). As a result, schools and universities reduce their current and future expenses and help cultivate a healthier, more connected and successful student population. Furthermore, a good universal screening tool is scientifically validated and specific to the age group it targets (Glover and Albers, 2007).

Anonymity for more personalized results

In general, students are concerned that their personal information, such as mental health and social supports, will be associated with their school records and shared with their guardians. Because no identifiable information is collected from students in these assessments, they are more likely to provide truthful answers and, as a result, may receive more personalized feedback. This anonymity also encourages regular use by students, especially during more challenging times.

Complete and brief.

Another vital component of this solution is its comprehensive nature and brevity. Questions that make a good screening tool assess the most essential factors of mental health, functioning, and academic performance. Using research results from the last few decades and the most recent studies in education and psychology, a screening tool can be parsimonious. These factors include individual traits, social support, and relationships with parents, among others (Credé & Niehorster, 2012). Research consistently shows a link between greater social support and greater well-being (Batool and Ahmad, 2013). Similarly, having a sense of belonging to school has been shown to support greater college persistence and degree attainment (Hausmann, Schofield, & Woods, 2007). As a result of focusing on these domains and selecting brief, validated measures, it is possible to keep the questionnaire brief and increase student survey completion rates.

Immediate feedback to students.

Mental health quizzes provide students with immediate personalized results and resources to reinforce each of the key domains measured. The results highlight key areas of strength and areas for further development. Resources provided could include immediate access to services, such as the 988 hotline for mental health services, online resources and other tools, which can be used in real time and accessed at any time in the future. Additionally, the student can retain personalized feedback so she can track her journey over time and can choose to share her results with a close circle of trust who can provide further support.

Low-cost implementation and easy technological management

Online mental health assessments can be low-cost for schools and colleges. For example, a universal assessment can be sent to students by email, made accessible on school/university websites, and provided as part of academic guidance and counseling services. In addition, the tool can be integrated into a school or university guidance process. Schools and universities can work with a trusted third party to host the survey on the third party's server, to ensure that students' trust in their data is not associated with their academic records.

A promising future direction

Equipping K-20 decision makers with cost-effective, scalable, science-backed mental health solutions boosts their ability to effectively address challenges. With the strategic implementation of these types of tools (at the beginning of the academic year, during orientation processes, at key intervals throughout a term and making them accessible through study programs, school or university websites and counseling centers), mental capacity can be significantly improved. the overall health and success of students over the course of an academic year.

References:

1.Albers, Glover, TA and Kratochwill, TR (2007). “Where are we and where are we going now? “Universal Screening to Improve Educational and Mental Health Outcomes.” Journal of School Psychology45(2), 257–263. https://doi.org/10.1016/j.jsp.2006.12.003

Belfer, ML 2008. “Mental disorders in children and adolescents: the magnitude of the problem worldwide.” Journal of Child Psychology and Psychiatry and Related Disciplines 49:226–236. doi:10.1111/j.1469-7610.2007.01855. x.

2.Batool, S. and Ahmad, A. (2013). “Impact of perceived social support on the psychological well-being of adolescents.” Science J Psychology1-6.

3. Credé, M. and Niehorster, S. (2012). “College adjustment as measured by the Student Adjustment to College Questionnaire: A quantitative review of its structure and relationships with correlates and consequences.” Educational Psychology Review24, 133-165.

Darney, D., Reinke, W.M., Herman, K.C., Stormont, M., & Lalongo, N.S. (2013). “Children with co-occurring academic and behavioral problems in first grade: Distal outcomes in twelfth grade.” Journal of School Psychology51(1), 117-128.

4. Desrochers. (2006). “Prevention in Practice: Resources for School Psychologists.” Release35, 1-4.

5. Glover, TA and Albers, CA (2007). “Considerations for evaluating universal screening evaluations.” Journal of School Psychology45(2), 117-135.

Hausmann, L.R., Schofield, J.W., & Woods, R.L. (2007). “Sense of belonging as a predictor of intentions to persist among African American and White college freshmen.” Research in Higher Education48, 803-839.

6. Juechter, JI, Dever, BV and Kamphaus, RW (December 2012). “Mental health screening and academic outcomes in elementary school.” In School Psychology Forum (Vol. 6, No. 4).

7. Wood, B.J. and McDaniel, T. (2020). “A preliminary investigation of universal mental health screening practices in schools.” Children and young people services review112, 1-5. https://doi.org/10.1016/j.childyouth.2020.104943