Numerous evidence-based programs (EBPs) exist for delivery in schools to promote youth mental health outcomes. However, school systems often lack the internal infrastructure to support the effective implementation and sustainment of EBPs when external supports are withdrawn, resulting in notable attenuation in the benefits in youth clinical outcomes that are associated with EBPs. This paper illustrates how to leverage concepts from improvement science and implementation science to develop learning school systems dedicated to enhancing the infrastructure capacity of a school to advance the implementation and sustainment of EBPs. In particular, we discuss how treatment integrity (extent to which an EBP is delivered as designed) and youth mental health outcome data are (a) collected, (b) analyzed and interpreted and (c) fed back into the school system to increase organizational supports and promote school practitioners’ behavior change to produce improvements in youth mental health outcomes. We also discuss psychological safety among the people within a school system as a key characteristic of a learning school system. We then present a theory-informed approach to learning school systems to demonstrate how data generated by a learning school system can lead to precise and effective plans that continuously improve implementation and result in the eventual sustainment of EBPs. We conclude with a brief research agenda with concrete steps toward realizing the potential of learning school systems to support the implementation and sustainment of EBPs for mental health problems.

在学校中有许多基于证据的计划（EBP）可以提供，以促进青少年的心理健康结果。但是，学校系统通常缺乏内部基础结构，无法在外部支持撤回时支持有效实施和维持EBP，从而导致与EBP相关的青年临床成果的收益显着下降。本文说明了如何利用改进科学和实施科学中的概念来开发专门用于增强学校基础设施能力的学习型学校系统，以促进EBP的实施和维持。特别是，我们讨论了如何收集治疗完整性（按设计要求提供EBP的程度）和青年心理健康结果数据，（b）分析和解释，以及（c）反馈到学校系统，以增加组织支持并促进学校从业人员的行为改变，从而改善青少年的心理健康状况。我们还将讨论学校系统内人们的心理安全，这是学习型学校系统的关键特征。然后，我们提出了一种学习学校系统的理论指导方法，以证明学习学校系统生成的数据如何导致精确而有效的计划，从而不断改进实施并最终维持EBP。我们以一个简短的研究议程作为结尾，并提出了具体步骤，以实现学习型学校系统的潜力，以支持针对精神健康问题的EBP的实施和维持。