Should Your District Use Early Identification Systems to Address Student Mental Health?

Mental health is a critical issue for students in schools across the country. K-12 Dive shares a recent survey conducted by Morning Consult and EdChoice that found “around half of teens reported they feel supported by their schools when it comes to academics and their future, but only one-third of survey respondents said they feel supported by their schools in terms of mental health.”

As a superintendent, you have a responsibility to ensure that students in your district receive the support and resources they need to thrive. In this blog, we’ll explore the several early identification systems including universal mental health screenings, early warning systems and anonymous reporting systems.

The Importance of Early Identification for Student Mental Health

Mental health issues are prevalent among students, with “more than 4 in 10 (42%) students [feeling] persistently sad or hopeless and nearly one-third (29%) experience[ing] poor mental health in 2021,” as reported by the CDC. They go on to share that “more than 1 in 5 (22%) students seriously considered attempting suicide and 1 in 10 (10%) attempted suicide.” These issues can have a significant impact on academic achievement, social relationships, and overall well-being.

Addressing students’ mental-health needs begins with early identification. The National Research Council and Institute of Medicine shares, “there may be a window of opportunity lasting two to four years between the first symptom and the full-blown disorder, when preventive programs might be able to reduce the rate of onset of specific disorders.” This window of opportunity is when intervention efforts are most needed and have the greatest impact.

Early identification and intervention can improve outcomes for students by connecting them with resources and support before their struggles become more severe.

Key Insights

• Research published by the Journal of Youth and Adolescence found that “school-based mental health interventions in grades K-12 are effective at reducing depression and anxiety.”
• The Winter 2022 of the Georgia Educational Researcher cites that “children who receive the appropriate medical services or intervention programs at school also are likely to have better academic outcomes, have greater participation in postsecondary education, and are less likely to drop out (Catalano et al., 2004; Deighton et al., 2018; McIntosh et al., 2008).”
• They also go on to share that “researchers have identified a significant and positive relationship between the timely detection of behavioral and emotional problems and academic performance (Deighton et al., 2018; Gutman et al., 2003; McEvoy & Welker, 2000).”

 

Early Identification Methods

There are several types of early identification systems that districts can use to identify students who may be struggling with mental health issues. Below we explore three systems to help identify students who may be struggling with mental health.

Universal Mental Health Screenings in Schools

One of the most effective early identification systems is universal mental health screenings. These screenings are typically administered to all students at certain intervals throughout the school year and can help identify students who may be struggling with mental health issues.

By catching these issues early, schools can provide targeted interventions and support to help these students succeed. Below are some universal mental health screening methods for students used by districts:

• Pediatric Symptom Checklist: “The PSC covers a broad range of emotional and behavioral problems and is meant to provide an assessment of psychosocial functioning,” shares Massachusetts General Hospital. It offers several versions including parent-reporting and student-reporting, varying from a pictorial version, a 17-question version, and a 35-question version.

• Social, academic, and Emotional Behavior Risk Screener (SAEBRS): Fastbridge shares that “SAEBRS was designed to be a brief and contextually relevant screener of student risk for emotional and behavioral problems.” It’s designed for ages 5-18 years old, takes approximately 3-5 minutes per student and intended for educator reporting.

• Strengths and Difficulties Questionnaire: The Strengths and Difficulties Questionnaire is a free screening tool available as a single-sided or double-sided assessment. It has three different versions available allowing for self, parent, or teacher reporting. It’s suitable for ages 2-17 years old.

• BASC-3 Behavioral and Emotional Screening System: Pearson shares that “the BASC-3 Behavioral and Emotional Screening System (BASC-3 BESS) offers a reliable, quick, and systematic way to determine behavioral and emotional strengths and weaknesses of children and adolescents in preschool through high school.” There are three versions of the assessment available, depending on the reporter—student, parent, or teacher. The assessments take between 5-10 minutes to complete, are a series of 30 questions, can be administered online or manually, and costs start at $1.50 per test.

• Student Risk Screening Scale: SRSS (Drummond, 1994) is an example of a popular, no-cost, one-page screener. It’s a valid and reliable tool for detecting at-risk students in elementary, middle, and high schools. The SRSS asks educators to rate students on seven indicators of antisocial behavior patterns. Most teachers can screen an entire class in about 10-15 minutes.

• Early Identification System – Student Report: The National Library of Medicine shares that “the Early Identification System-Student Report (EIS-SR) was developed as a user-friendly, accessible, and cost-efficient method for identifying youth at risk for mental health concerns.” It’s administered online and can be completed in 10 minutes.

Early Warning Systems

Early warning systems are another effective early identification system. This software allows teachers and administrators to monitor student behavior patterns, such as attendance, grades, and disciplinary actions. By identifying changes in behavior patterns, schools can intervene early and provide students with the support they need to overcome challenges.

Anonymous Reporting Systems

Anonymous reporting systems are also effective early identification tools. These systems allow students or parents to anonymously report concerns about their own mental health or the mental health of their peers. By providing a safe and confidential way for students to seek help, schools can identify students who may be struggling and connect them with appropriate resources.

Implementing an early identification system for student mental health can have a significant impact on the well-being of students in your district. By identifying and addressing mental health issues early, you can help to reduce the severity of symptoms, improve academic performance, and decrease the likelihood of future mental health issues. With careful planning and implementation, an early identification system can be a valuable tool in promoting student mental health.