Transforming School Mental Health Services Based on a Culturally Responsible Dual-Factor Model

In this article the authors advocate for a culturally responsible dual-factor model for the delivery of mental health services in the schools. This case is made because too many children are not receiving the mental health care they need in order to succeed in school and life. This is especially true for Black, Indigenous, children of color, and other minoritized youth. This transformative approach will require a dramatic change in how school psychological services are currently being delivered. The culturally responsible dual-factor model places a much greater emphasis on psychological well-being (as opposed to psychopathology), unwavering attention to rectifying discriminatory disparities in school mental health practices, an emphasis on population-based over individually focused mental health services, and a commitment to ensuring access for all children-not just those who are receiving special education services or 504 accommodations. This model is proactive and prevention oriented and focuses on equity. The case is presented that we continue to have a mental health crisis in today's youth with an increase in anxiety and depression. The authors conclude the article with implications for school psychology training, public policy and advocacy, and school-based practice. Impact Statement The culturally responsible dual-factor mental health framework is a transformative approach to school mental health services that is needed to address the nation's mental health crisis. It is needed because traditional approaches, models, and practices have been too narrow and, thus, continue to fail for diverse and minoritized children, families, and schools. A culturally responsible dual-factor mental health approach expands traditional approaches by emphasizing well-being, cultural strengths of minoritized communities, accessibility of services, and systems and structures (e.g., racism) that contribute to discrimination and disparities in mental health services.

COVID-19 and School Psychology: Adaptations and New Directions for the Field

The COVID-19 pandemic, beginning January 2020, has already had an unprecedented impact on children, families, and schools around the world and in the U.S. The context and impact has varied considerably over time, including tremendous variation in schools providing education services in-person, via remote/distance learning, and various hybrid configurations involving both in-person and remote/distance learning configurations. This special topic section of School Psychology Review aims to disseminate innovations and adaptations in research, training, and practice that help to inform and advance the field during the COVID-19 pandemic. This introductory article offers a brief acknowledgement of the pervasive impact on communities around the world, provides a succinct synthesis of several recent research developments focused on key issues related to the COVID-19 pandemic and school psychology, as well as the pervasive impact on society, and then highlights the first three articles featured in this special topic section focused on adaptations and new directions for the field. © 2020 National Association of School Psychologists.