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Enhancing Schools’ Capacity to Support Children in Poverty: An Ecological Model of School-Based Mental Health Services

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Abstract

School based mental health services for children in poverty can capitalize on schools’ inherent capacity to support development and bridge home and neighborhood ecologies. We propose an ecological model informed by public health and organizational theories to refocus school based services in poor communities on the core function of schools to promote learning. We describe how coalescing mental health resources around school goals includes a focus on universal programming, mobilizing indigenous school and community resources, and supporting core teaching technologies. We suggest an iterative research–practice approach to program adaptation and implementation as a means toward advancing science and developing healthy children.

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Notes

  1. The term “school-based” will be used to be inclusive of all mental health activities that occur in a school building, regardless of funding source, level of intervention, or provider of prevention or service.

  2. Some of the child services (e.g., case management) include family outreach components, but sustained and productive contact with families is particularly challenging in low-income schools.

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Acknowledgments

This work was supported in part by National Institute of Mental Health grants R01MH073749, R34MH070637, and R21MH067361. Additional support was provided by the American Psychological Association/Institute of Education Sciences Postdoctoral Education Research Training fellowship under Department of Education, Institute of Education Sciences grant number R305U030004. The manuscript content does not necessarily represent the positions or policies of the funding agencies. The authors gratefully acknowledge the contributions of the children, families, educators, mental health professionals, and researchers who have participated in this work.

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  1. Department of Applied Psychology, New York University, 239 Greene Street, 5th Floor, New York, NY, 10003, USA

    Elise Cappella

  2. University of Illinois at Chicago, Chicago, IL, USA

    Stacy L. Frazier & Marc S. Atkins

  3. Medical University of South Carolina, Charleston, SC, USA

    Sonja K. Schoenwald

  4. University of Tennessee, Knoxville, TN, USA

    Charles Glisson

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Correspondence to Elise Cappella.

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Cappella, E., Frazier, S.L., Atkins, M.S. et al. Enhancing Schools’ Capacity to Support Children in Poverty: An Ecological Model of School-Based Mental Health Services. Adm Policy Ment Health 35, 395–409 (2008). https://doi.org/10.1007/s10488-008-0182-y

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