Learning collaboratives (LCs) have often been used to improve somatic health care quality in hospitals and other medical settings, and to some extent to improve social services and behavioral health care. This initiative is the first demonstration of a national, systematic LC to advance comprehensive school mental health system quality among school district teams. Twenty-four districts representing urban, rural, and suburban communities in 14 states participated in one of two 15-month LCs. Call attendance (M = 73%) and monthly data submission (M = 98% for PDSA cycles and M = 65% for progress measures) indicated active engagement in and feasibility of this approach. Participants reported that LC methods, particularly data submission, helped them identify, monitor and improve school mental health quality in their district. Qualitative feedback expands quantitative findings by detailing specific benefits and challenges reported by participants and informs recommendations for future research on school mental health LCs. Rapid-cycle tests of improvement allowed teams to pursue challenging and meaningful school mental health quality efforts, including mental health screening in schools, tracking the number of students receiving early intervention (Tier 2) and treatment (Tier 3) services, and monitoring psychosocial and academic improvement for students served.

中文翻译：

---

我们可以通过系统的质量改进合作来改善学校心理健康质量吗？

学习合作 (LC) 经常被用来提高医院和其他医疗机构的躯体保健质量，并在一定程度上改善社会服务和行为保健。该举措是首次示范全国性、系统性的 LC，以提高学区团队中综合学校心理健康系统的质量。代表 14 个州的城市、农村和郊区社区的 24 个地区参加了两个为期 15 个月的 LC 之一。呼叫出席率 ( M  = 73%) 和每月数据提交 ( M  = 98% 对于 PDSA 周期和M = 65% 的进展措施）表明积极参与和这种方法的可行性。参与者报告说，LC 方法，尤其是数据提交，帮助他们识别、监测和改善他们所在地区的学校心理健康质量。定性反馈通过详细说明参与者报告的具体好处和挑战来扩展定量结果，并为未来学校心理健康 LC 研究提供建议。快速循环改进测试使团队能够开展具有挑战性和意义的学校心理健康质量工作，包括在学校进行心理健康筛查、跟踪接受早期干预（第 2 级）和治疗（第 3 级）服务的学生人数，以及监测社会心理和服务学生的学业进步。