Integrating Behavioral Health into a School Based Health Center

Plax, Katie; Garwood, Sarah

doi:10.1542/peds.141.1_meetingabstract.187

Cited by 2 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Second, schools have the infrastructure to implement health services. While the school‐based precautions for COVID‐19 opened space for testing, more clinical and point of care operations should be considered as schools are often community centers and would aid allowing for equitable access to health care services possible, as has been successfully achieved in a local high school to screen for behavioral health needs 37 . Ultimately, weekly screening testing within schools is possible and highlighted the importance of utilizing equitable protocols to provide important testing to students with IDD that can be extended beyond the IDD population.…”

Section: Implications For School Health Policy Practice and Equitymentioning

confidence: 99%

Assessment of COVID‐19 Messaging Strategies to Increase Testing for Students With Intellectual and Developmental Disabilities

Walsh,

Kalb,

Gemmell

et al. 2024

Journal of School Health

View full text Add to dashboard Cite

BackgroundStudents with intellectual and developmental disabilities (IDD) were disproportionately impacted by the COVID‐19 pandemic. This study's goal was to assess the effectiveness of 2 messaging strategies on participation in SARS‐CoV‐2 weekly testing.MethodsCluster randomized trials were conducted at 2 school systems, the special school district (SSD) and Kennedy Krieger Institute (Kennedy) to assess messaging strategies, general versus enhanced, to increase weekly screening for SARS‐CoV‐2. Testing was offered to staff and students from November 23, 2020 to May 26, 2022. The primary outcomes were percentage of students and staff consented weekly and percentage of study participants who had a test performed weekly. Generalized estimating equation models were utilized to evaluate the primary outcomes.ResultsIncreases in enrollment and testing occurred during study start up, the beginning of school years, and following surges in both systems. No statistical difference was observed in the primary outcomes between schools receiving standard versus enhanced messaging.Implications for School Health Policy, Practice, and EquityFrequent and consistent communication is vital for families and staff. Weekly screening testing within schools is possible and highlighted the importance of utilizing equitable protocols to provide important testing to students with IDD.ConclusionEnhanced messaging strategies did not increase the number of participants enrolled or the percentage of enrolled participants being tested on a weekly basis.

show abstract

Section: Implications For School Health Policy Practice and Equitymentioning

confidence: 99%