ABSTRACT Many youth seek and receive mental health treatment in schools, yet research on their perceptions of these interventions remains uncommon. This qualitative study explored how student perspectives on social validity informed the ongoing implementation and evaluation of the Well-Being Promotion Program (WBPP), a Tier 2 positive psychology…

School psychologists have the potential to improve students' reading skills by helping schools select evidence-based programs and then supporting their implementation. Blended learning offers a flexible implementation format to address long-standing challenges implementing and scaling reading programs in schools. The purpose of this study was to…

Despite the growing prevalence of mindfulness in schools, the empirical landscape describing best practices for implementation is incomplete. The purpose of this project was to develop a framework that explicated the steps and considerations for implementing mindfulness at the whole-school level, rather than just considering individual classroom…

School-based telebehavioral health service is increasingly important in addressing the health disparities youth in rural communities face. The study examines barriers and successes of implementation and sustainability of a rural school-based telebehavioral health program from the perspective of site coordinators or school champions informed by the…

Mindfulness-based programs have become popular, empirically supported treatment modalities for increasing positive psychological outcomes for children and adolescents, with an overall effect size of 0.4. We argue for implementing community-based participatory research (CBPR) methodology to investigate the specific effects of mindfulness-based…

School-based psychosocial group programs need to more adequately address the linguistic and cultural needs of emergent bilingual learners. Although research underscores the importance of culturally responsive and linguistically inclusive approaches, a comprehensive framework guiding the adaptation, implementation, and evaluation of school-based…

This study examined the establishment of school counseling units and qualities in the selection/appointment of school counselors in public secondary schools in Tanzania. A multiple case study design of the qualitative research was employed in the inquiry process. The study involved nine heads of schools, forty-six teachers and forty-eight students…

Educators and school staff are critical to recognizing and supporting students' mental health, but frequently do not have the training to confidently bring mental health literacy into the classroom or assist students who experience distress. Moreover, few free, easily accessible trainings are available for this audience. Classroom Well-being…

To promote improved student outcomes, school mental health providers (SMHPs) monitor implementation fidelity when implementing evidence-based interventions. Current approaches for implementation fidelity monitoring (e.g., intervention checklists) do not account for other relevant implementation indicators best captured through qualitative data.…

Investing in school mental health programs has the potential to improve youths' access to mental health services. Barriers to the implementation of school mental health programs include limited workforce capacity, competing priorities, and lack of coordinated care. The current paper describes the history, development, and key components of the…

Understanding how cognitive-behavioral therapy programs can be best implemented within the school environment is critical for ensuring that preventative mental health efforts reach all children and are most effective. The purpose of this study was to provide a qualitative analysis of students and school-based facilitators' perspectives of a…

A training package for the Collaborative Model for Promoting Competence and Success (COMPASS), a multilevel consultation and coaching intervention for improved educational outcomes of students with autism, was developed and evaluated. Using a Hybrid Type 3 design with emphasis on implementation and a multidimensional approach to evaluating…

PREPaRE is a model and training curriculum that equips school-based professionals to engage in comprehensive school crisis prevention and intervention practices. Thousands of individuals have been PREPaRE trained but little research has examined the extent to which crisis teams have actually implemented the model. Using an implementation science…

The present study is the first systematic review of instructional coaching components, methodologies, and outcomes reported in experimental and quasi-experimental group design studies examining the impact of coaching for school personnel supporting elementary-grade students with reading difficulties. Published and unpublished investigations (n =…

Drama therapy is an emerging mental health practice in North American schools. Yet little research has focused directly on the role of drama therapists in schools or their service navigation practices and challenges. From February to July of 2018, drama therapists affiliated with the North American Drama Therapy Association currently working in…