This mixed methods study was conducted as part of a collaborative partnership, initiated by the high school district and healthcare district, to strengthen relationships and coordination with the partner K-8 districts. This project was led by Dr. Fehrer.

What we did: The interdisciplinary research team gathered administrative and interview data from the high school district and its K-8 partner districts. We collected longitudinal administrative data from over a 10 year period which allowed us to examine the interaction of factors such as race and ethnicity, gender, disciplinary involvement, absences, enrollment in special programs, and parents’ highest education level with mental-health data at the high school level (e.g., documented incidents of mental health interventions, including utilization of wellness services and involuntary psychiatric holds (5150s) initiated by the school). In addition, the team conducted interviews and focus groups with 96 individuals, including teachers, site and district administrators, mental health counselors, parents, family liaisons, guidance counselors, wellness staff, and front office staff.

Findings: The study illuminated several important trends: 1) that mental health resources were being focused on crisis management rather than preventative mental health support; 2) that transitions were a particularly vulnerable time for students, often marked by increased anxiety and gaps in mental health services; and 3) that most schools were collecting relatively limited actionable and systematic information on students’ well-being that could lead to more timely supports.

Results: The three districts involved in the partnership committed to increasing resources for Tier 1 mental health and wellbeing interventions—including learning from and scaling existing best practices within the districts. The high school district increased its student mental health check-in tools. The K-8 partner districts committed to increasing supports across the elementary-middle school transition.