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Defines Comprehensive School Mental Health (CSMH)
Examines the need for CSMH
Outlines the benefits of CSMH
Identifies and describe the six core components of the Comprehensive School Mental Health Framework
Outlines key terms and common language relevant to the CSMH Framework
Describes various roles suggested when implementing the CSMH Framework
Comprehensive School Mental Health
What is Comprehensive School Mental Health?
Comprehensive School Mental Health (CSMH) is a systematic and integrated approach to promoting mental health and well-being within the educational setting. It involves the collaboration of educators, mental health professionals, families, and community resources to create a supportive learning community that addresses students' social, emotional, behavioral, and mental health needs.
Elements within CSMH include:
Prevention and Promotion:
Proactive initiatives to promote mental health and prevent mental health issues.
Implementation of evidence-based programs to enhance resilience, coping skills, and social and emotional well-being and decrease stigma.
Early Identification and Intervention:
Strategies for identifying students who may be at risk for mental health challenges.
Timely and appropriate intervention to address emerging mental health issues before they escalate.
Integrated Supports and Services:
Integration and alignment of programming, supports, and strategies within the Multi-Tiered Systems of Support (MTSS).
Collaboration between educators, school counselors, social workers, psychologists, and external mental health professionals.
Coordination with community mental health services to ensure a seamless continuum of care.
Inclusive and Culturally Responsive Practices:
Develop and maintain a lens of equity and cultural responsiveness.
Acknowledgment and respect for diverse cultural backgrounds.
Inclusive practices that consider the unique needs of different student populations.
Family and Community Engagement:
Involvement of families in mental health promotion and intervention efforts.
Partnerships with community organizations to provide additional resources and support that are integrated within the Multi-Tiered Systems of Support (MTSS) Framework.
Professional Development:
Ongoing training for educators and school staff on recognizing and responding to mental health issues.
Building a supportive school culture that prioritizes mental health and well-being.
Policy and Systems Alignment:
Integration of mental health initiatives into broader educational policies and systems.
Allocation of resources to support mental health programs and services.
Data-Informed Decision-Making:
Identify effective measurement and tracking procedures to demonstrate outcomes and ensure fidelity of implementation.
Use data to assess the effectiveness of mental health and wellness programs and initiatives.
Utilize a continuous improvement cycle.
Identify a process for continuous review and monitoring, assessment, and adjustment of strategies based on ongoing evaluation.
Suicide Prevention:
Implementation of evidence-based suicide prevention programs.
Training for staff to recognize warning signs and respond appropriately.
Comprehensive School Mental Health recognizes the interconnectedness of academic achievement and mental health and aims to create learning communities that foster students' overall well-being. By addressing all six components within the CSMH Framework within the school setting, this approach seeks to contribute to improved academic outcomes, enhanced social and emotional development, and long-term positive mental health outcomes for all students.
Need for Comprehensive School Mental Health
The need for comprehensive mental health in schools arises from the understanding that mental health is fundamental to students' overall success and well-being. Integrating mental health initiatives into the educational system is a proactive and preventive measure that benefits not only students but the entire school community. Below are a few data points demonstrating the prevalence of mental health issues.
According to the 2022 National Healthcare Quality and Disparities Report, nearly 20% of children and young people ages 3-17 in the United States have a mental, emotional, developmental, or behavioral disorder. This number is pronounced among children and youth who are Black, Latinx, and come from other racial and ethnic minority groups, which disproportionately encounter challenges to accessing quality mental health care. The COVID-19 pandemic only amplified the need for access and focus on mental health and well-being.
Suicidal behaviors among high school students increased by more than 40% in the decade before 2019. Mental health challenges were the leading cause of death and disability in this age group.
According to the World Health Organization, approximately 50% of mental disorders begin before age 14 and 70% before the age of 18. Research shared by the National Alliance on Mental Illness shows the average onset of mental illness symptoms and treatment is 11 years. Studies find that an estimated 70% to 80% of children with mental health disorders go without care.
These unaddressed concerns impact classroom functioning and reduce on-task behavior. With approximately one in five students having a mental illness and one in ten demonstrating challenges in daily functioning related to mental health concerns, it is essential to address these needs to reduce barriers to learning and promote student success.
The 2021 State of the U.S. Teacher Survey revealed more than 75 percent of teachers reported frequent job-related stress, compared to 40 percent of other working adults, and 27 percent of teachers reported symptoms of depression, compared to 10 percent of other adults.
According to a survey conducted by We Are Teachers, only six percent of the teachers surveyed received counseling support from their school or district this past year, and only 22 percent reported that they received emotional support.
Results from the Verywell Mind survey indicated that 81% say teachers feel responsible for their students' mental health, 77% believe it’s their responsibility to teach students about mental health and relevant self-care strategies, and 89% of teachers say they need more resources for supporting their students’ mental health in the classroom.
In summary, the data illustrates the need for a holistic approach. The CSMH Framework is designed to respond to the mental health and wellness of the entire school community.
Benefits of Comprehensive School Mental Health
According to Advancing Comprehensive School Mental Health Systems, effective implementation of a CSMH Framework contributes to improved student and school outcomes, including greater academic success, reduced exclusionary discipline practices, improved school climate and safety, enhanced student social and emotional behavioral functioning, and educator wellness. Additionally, CSMH practices support early identification and treatment of mental health issues, which are often linked to reduced absenteeism and better mental health outcomes. The increased focus on mental health awareness reduces stigma and common barriers for underserved populations, including students from low-income households and students of color.
Schools provide an ideal context for prevention, intervention, positive development, mental health promotion, and regular communication between schools and families to improve students' academic success and social, emotional, and mental well-being.
There is an increased understanding of the inextricable link between positive mental health and academic outcomes and a recognition that home, school, and community partnerships play a significant role in mental health outcomes.
Core Components of the
Comprehensive School Mental Health Framework
The CSMH Framework comprises these six core components.
School Climate and Culture
Mental Health and Well-being
Social and Emotional Development
Positive Discipline
School Safety
Educator and Student Wellness
*Please click on the image to discover additional information, resources, and details about each component.
Topics included:
Relationships: Building and strengthening meaningful connections
Mattering
Cultural responsiveness (DEI)
Conditions for learning
Topics included:
Stigma
Mental health literacy
Suicide prevention & intervention
Trauma-informed/responsive learning environments
Substance use
Topics included:
Social and emotional learning competencies
Educational neuroscience
Technology/Social Media
Emotional awareness & Regulation skills
Topics included:
Restorative practices
School-Wide Positive Behavioral Interventions and Supports
Specific strategies include: Circles, Conflict-mediation/peer mediation, and Connect Before Correct
Topics included:
Bullying
Gun/community violence prevention
Crisis planning & response
Readiness drills common in school
Topics included:
Educator self-care/self-compassion
Mindfulness
Mind-Body-Emotional Wellness for educators and students
Key Terms - Creating Common Language
Key Terms - Creating Common Language
The Indiana School Mental Health Dictionary is a comprehensive glossary of terminology used within the arena of school mental health. The terms and definitions were compiled by multiple stakeholder groups, including the Mental Health in Schools subcommittee of the Education Outcomes Task Force for the Indiana Commission on Improving the Status of Children (CISC), the Indiana School Mental Health Initiative (ISMHI), the Indiana Department of Education (IDOE), and the Indiana Division of Mental Health and Addiction (DMHA).
The terms identified in this resource have been grouped into the following seven (7) categories. These categories can help guide schools to the specific language needed to address different aspects of student and school mental health.
Educator and Student Wellness
Equity
General Terms
Mental Health
Prevention and Promotion
School Mental Health Roles
Trauma
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