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This report is based on a 16-month examination of school-connected mental health programshere in the District of Columbia and in cities, counties and states around the nation. In the courseof the study, the authors conducted an in-depth examination of school mental health programsin DC, reviewed relevant literature, and interviewed 100

School-based health centers (SBHCs) and comprehensive school mental health systems (CSMHSs) are well-positioned to both leverage facilitators and overcome barriers to health and learning in order to promote children’s achievement, social-emotional development, and overall well-being. The first step in doing so is to effectively measure and assess SIHE in order

Children’s health and educational achievements are influenced by many of the characteristics and conditions of the environments in which they live, such as a family’s socioeconomic status, food access, access to social services, and experiences with racism or discrimination. Schools, together with school-based health centers (SBHCs) and comprehensive school mental

Schools and school staff—including those who are part of school-based health centers (SBHCs) and comprehensive school mental health systems (CSMHSs)—are well-positioned to help deliver interventions that mitigate the effects of SIHE associated with poor learning, health, and well-being outcomes. Using a multi-tiered system of supports framework for interventions to address