School-community alliances enhance mental health services

Vaillancourt, Kelly; Amador, Andria

doi:10.1177/0031721714561448

Cited by 8 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although school mental health professionals can provide a range of services, limited staffing and resources often prohibit these individuals from meeting the full continuum of student needs (Vaillancourt & Amador, 2014). Given this reality, schools and districts must form partnerships with community supports (e.g., universities, community mental health providers) to enhance their capacity to meet the mental health needs of all students.…”

Section: District and State Level—culturally Responsive Practicesmentioning

confidence: 99%

Equitable practices in school mental health

DeBoer

Allouche

Vasquez

et al. 2022

Psychology in the Schools

View full text Add to dashboard Cite

Given the prevalence and negative outcomes associated with untreated mental health concerns, there is an urgent need for schools to enhance their capacity to prevent, identify, and address these needs. This is particularly important for students from culturally and linguistically diverse backgrounds, who are more likely to be underserved and face barriers to mental health treatment. Current methods of addressing mental health at school are reactive and insufficient, failing to address the needs of all students. Without an explicit focus on dismantling systemic racism and inequity within schools, our society will continue to underserve those already disenfranchised. As such, this paper outlines the challenges as well as the importance of incorporating culture into a conceptualization of universal mental health in schools. We include state‐, district‐, and school‐level solutions in this conceptualization. Specifically, we propose sample solutions to the implementation of equity‐focused, comprehensive mental health practices within a multitiered system of support, focusing predominantly on universal (i.e., tier 1 level) practices.

show abstract

Section: District and State Level—culturally Responsive Practicesmentioning

confidence: 99%

Equitable practices in school mental health

DeBoer

Allouche

Vasquez

et al. 2022

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Students of color and others with marginalized identities have better well‐being when they attend schools that use these approaches (Cholewa et al., 2014; Kundu, 2019). In addition, partnerships between schools and community organizations increase students' access to healthcare (e.g., by connecting them to providers) and promote healthier behaviors (e.g., through community‐based sports programs) (Madsen et al., 2013; Vaillancourt & Amador, 2014). Fully reviewing these extensive literatures in education is beyond the scope of this paper.…”

mentioning

confidence: 99%

Creating inclusive schools to reduce health and well‐being disparities

Levine

Bourne

Song

et al. 2023

Social & Personality Psych

View full text Add to dashboard Cite

In the U.S., people with marginalized racial/ethnic, social class, sexual, and gender identities often have worse physical and mental health than people with more privileged identities. This paper reviews psychological research suggesting that inclusive school cultures can improve the health and well‐being of those with marginalized identities. Specifically, we review two examples of sets of ideas and practices in schools that create more supportive environments: (a) ideas and practices that recognize and include diverse identities and (b) ideas and practices that support interdependent ways of thinking, feeling, and acting. We also speculate about the psychological and behavioral mechanisms by which each protects health and well‐being, including reducing discrimination, increasing school belonging, strengthening positive ingroup identities, and allowing students to access culturally relevant support. We suggest that changing school cultures to make them more inclusive is one way to reduce health and well‐being disparities.

show abstract