The Connection between Elementary School Students’ Mental Health Problems, Receipt of School-Based Mental Health Services, and Socio-Emotional and Academic Outcomes

Background: Nationwide, an estimated one out of eight children suffers from mental, emotional, or behavioral disorders, yet most of these children do not receive services to address these needs. For many children with mental health concerns, the public school system is a main provider of care. However, there is limited empirical research on the characteristics of children who receive mental health services in the school setting, as well as the effects of these services on children’s socio-emotional and academic outcomes. Methods: Using data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K), this study examined the individual, family and school characteristics associated with receipt of school-based mental health (SBMH) services among elementary school children with mental health needs, and the outcomes associated with service receipt. Data were analyzed using propensity score methods and multivariate regression. Results: Approximately one out of five children with mental health needs received SBMH services in the third grade. Study findings demonstrated that greater availability of counseling staff and high levels of mental health need were the most significant predictors of SBMH service receipt. Positive effects were not found on children’s mental health or academic outcomes at two-year follow-up, likely due to limitations in the dataset. Conclusions: Early interventions for children with mental health needs are critical for the promotion of their lifelong mental health and well-being, and many youth receive these services in the school setting. Increased availability of SBMH services would be an important strategy to reach more children with mental health needs. The literature on these services is still emerging. This dissertation provides a structure for future population-based studies to continue examining whether students in need are receiving services, how these services are best structured to achieve the most impact, and what the impacts of these services are on children’s health and development