Mental health care provided through community school models

Abstract

Purpose The purpose of this paper is to comprehensively identify and synthesize the mental health care provided through diverse community schools implemented in the USA. Design/methodology/approach Using PubMed, community school model websites and Google Search, we identified 21 community school models that publicly reported outcomes and conducted full review of these models. The authors also conducted e-mail and telephone communication with ten program directors and evaluators to gain insights into successes and lessons learned through implementing community school models based on community partnership. Findings Provision of mental health care though community schools leads to reducing school suspensions, disciplinary referrals, problem presentation, and risk behaviors, and improving school grades, personal responsibility, future aspiration, and family engagement. Research limitations/implications Developing standardized outcome measure for the evaluation of mental health care provided through community school models is important to establish evidence that leads policymakers and practitioners into action. Information toolbox to guide mental health administrators and practitioners about future funding and partnership mechanisms for successful implementation and sustained mental health care through community school models can be useful. Originality/value This systematic literature review provides insights into the current practice and future direction in the provision and evaluation of mental health care through community school models and addresses concrete research and practical implications to guide mental health professionals.