ABSTRACT
Twenty-five percent of high school students have reported emotional and mental health issues during the pandemic. Many students have had to face illness, loss, food insecurity, and economic hardship resulting from the pandemic. They have experienced anxiety, fear, and depression attributable to long-term school closures, isolation, quarantines, and stay-at-home orders. School-based mental health (SMH) can be viewed as an emerging need in response to this increasing national health crisis. This chapter discusses the importance of SMH services for children in schools, highlights the use of tiered systems to prevent and respond to mental health concerns of students and provides specific considerations for school and community for creating integrated systems. Evidence-based practices (EBPs) have a strong scientific basis for their use, as they are supported by high-quality research that offers empirical demonstrations of effectiveness. As a response, schools across the United States are adopting tiered systems of support, consisting of EBPs, to address systematically the growing diversity of students' needs, particularly in light of Covid-19's effects on students' academic, behavioral, and social-emotional well-being. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
COVID-19 has yielded extraordinary challenges and profound disruptions to traditional academic research. This special issue offers five articles selected using on a double blind review process. The first two articles relate to tiered systems of supports and decision making. The next two articles focus on specific interventions, self regulated strategy development and precision request, and their use with students with emotional and behavioral disorders (EBD). The final article presents findings of a survey that assessed educators' perceived trust and use of classroom behavior management resources. (PsycInfo Database Record (c) 2021 APA, all rights reserved)