Associations of Sociodemographic Factors and Psychiatric Disorders With Type of School-Based Mental Health Services Received by Youth

Special Educators’ Experiences of Interpersonal Interactions While Serving Students With Emotional/Behavioral Disorders

“…Furthermore, the four programs in this analysis all served predominantly White and affluent students, whereas the two programs in the larger study that we excluded from this analysis, because they did not focus on increasing general education placements, served predominantly students of color and students of low socioeconomic status. This is consistent with national trends, as rates of general education placement are often higher in schools serving more socioculturally privileged students (Green et al, 2020). It is nonetheless a major limitation, as our findings cannot illuminate how SETs experience and respond to interpersonal interactions in programs serving students from socioculturally minoritized backgrounds.…”

Evidence-Based School Counseling: Embracing Challenges/Changes to the Existing Paradigm

“…Further, as schools begin to collect data around SDOH, they also may be using universal mental health screeners and suicide screeners. Examining the purpose and goals of these screeners is important, for although many students do receive valuable mental health services at school, students of color, youth with learning disabilities, and youth whose parents had fewer years of education are more likely to be separated from their classmates to receive mental health services, or even placed in a separate school to receive mental health support (Green et al, 2020). This disproportionality of removing students of color from learning environments more often than their White peers was expounded upon by Green et al (2020), who pointed out that Black and Latino youth were more likely tobe placed initially [emphasis original] in a separate classroom or school setting than their white peers.…”

“…Examining the purpose and goals of these screeners is important, for although many students do receive valuable mental health services at school, students of color, youth with learning disabilities, and youth whose parents had fewer years of education are more likely to be separated from their classmates to receive mental health services, or even placed in a separate school to receive mental health support (Green et al, 2020). This disproportionality of removing students of color from learning environments more often than their White peers was expounded upon by Green et al (2020), who pointed out that Black and Latino youth were more likely tobe placed initially [emphasis original] in a separate classroom or school setting than their white peers. This finding raises questions about whether school staff provide racial/ethnic minority students a continuum of supports, in general education settings, before providing them services in settings in which they are separated from their peers.…”

Which Students With Disabilities are Placed Primarily Outside of U.S. Elementary School General Education Classrooms?

“…Existing analyses of samples that might better generalize to the U.S. school-age population ( Fierros & Conroy, 2002 ; U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, 2020 ) have been unable to account for alternative explanatory factors by school entry including direct measures of student-level academic or behavioral difficulties ( Green et al., 2020 ). Prior work approximating contrasts between SWD who were similarly situated except for their race or ethnicity analyzed teacher recommendations based on hypothetical case studies ( Frey, 2002 ) and so were unable to examine evidence of bias in actual special education placements.…”