David J. Cipriano, PhD; Samuel A. Maurice, PhD
WMJ. 2024;123(6):550-555.
ABSTRACT
Background: Academic achievement is an important indicator of a child’s functioning and is inextricably linked with mental health. Prevalence rates of mental illness among children are alarmingly high, while relatively few receive treatment. Increasing accessibility to appropriate care is a major objective of school-based mental health programs. Providing mental health care in the schools should result in improved accessibility to care, decreased distress, and improved academic outcomes.
Methods: We followed 465 children in a large, urban school district who had been referred for school-based mental health services across 1 academic year. Outcomes including attendance, office disciplinary referrals, suspensions, and academic achievement were collected.
Results: Participation in school-based mental health was associated with lower rates of suspensions and higher math achievement scores. Dose-dependent relationships were found for attendance and suspensions.
Conclusions: School-based mental health care may improve access to treatment, thereby addressing health care inequities, and was associated with improvement in academic achievement and school-related behaviors.