Abstract

Many youth experience mental health problems. Schools are an ideal setting to identify, prevent, and intervene in these problems. The purpose of this study was to investigate patterns of student social, emotional, and behavioral risk over time among a community sample of 3rd through 12th grade students and the association of these risk patterns with fidelity to a school-based mental health model. Overall growth of social, emotional, and behavioral problems declined over a 3-year period. Four classes of students were identified using growth mixture modeling: (1) students with high levels of problems, (2) students with decreasing problems, (3) students with increasing problems, and (4) students with stable, low levels of problems. These growth trajectories were associated with fidelity to the model, in that trajectories where students with higher or increasing problems were more likely to be from schools with lower fidelity. Implications for practice and policy are provided.

Impact StatementMental health issues interfere with the ability of children and youth to learn in the school setting. Schools can implement comprehensive mental health models that include universal screening, prevention, and evidence-based intervention. Doing so with high fidelity can lead to prevention of newly developing risk and in decreasing risk for students over time.

摘要

许多年轻人遇到心理健康问题。学校是识别，预防和干预这些问题的理想场所。这项研究的目的是调查3至12年级学生社区样本中学生社交，情感和行为风险随时间变化的模式，以及这些风险模式与忠诚度与基于学校的心理健康模型之间的关联。社交，情感和行为问题的整体增长在3年内下降了。使用成长混合模型确定了四个班级的学生：（1）有高水平问题的学生，（​​2）有问题减少的学生，（​​3）有问题增加的学生，和（4）有稳定的低水平问题的学生。这些增长轨迹与模型的逼真度有关，在那些轨迹中，问题较高或日益严重的学生更有可能来自保真度较低的学校。提供了对实践和政策的暗示。

影响陈述心理健康问题会干扰儿童和青少年在学校学习的能力。学校可以实施全面的心理健康模型，包括普遍筛查，预防和循证干预。高保真地这样做可以预防新出现的风险，并随着时间的推移降低学生的风险。