This qualitative study explored (1) the parenting role as a motivator and inhibitor to engaging in substance abuse treatment and (2) parenting-related, agency-imposed barriers and facilitators to substance abuse treatment engagement. Nine focus groups (N = 45) were conducted with current and former male and female recipients of treatment services in one Southeastern state. Using inductive thematic analysis, transcripts were analyzed to identify key themes related to parenting. Females were over-represented in our groups and were more vocal than males regarding issues of parenting as these related to treatment. Among mothers, motivations for treatment related to parenting included involvement with child protective services and the desire to be a better parent. Inhibitors for treatment included anxiety over separation from child, debilitating guilt, and parenting demands. Facilitators for participation included mother–child residential programs, services for children, concrete support, and advocacy and emotional support. Barriers for participation included decreased access to the child and barriers specific to mother–child residential programs. To enhance treatment engagement among parents, providers can address agency-level barriers and draw upon the parenting role as intrinsic motivation for change. Policies and services are needed that promote flexibility, choice, and support parents to engage in treatment services.

Schools worldwide are developing innovative models in response to, and in anticipation of, societal changes. Aiming to address non-academic barriers to learning, while capitalizing on out-of-school time, some school and community leaders have prioritized family and community partnerships, especially in the United States (U.S.). The Community Collaboration Model (CCM) is one such U.S. partnership-oriented model of expanded school improvement. In contrast to some partnership-oriented models, the CCM prioritizes improvements in classrooms and communities, aiming to support students, assist teachers, and improve relationships beyond the typical school day. This scoping review examines 14 peer-reviewed articles which describe CCM-centered innovations and documented outcomes. Barriers and facilitators associated with CCM adoption and implementation in diverse U.S. school and community settings also are explored. CCM’s contributions to important student and school outcomes (e.g., increased access to mental health services, improved school climate, decreased discipline referrals) are documented in this scoping review. Some researchers have also described implementation-related facilitators (e.g., partnerships with universities) and barriers (e.g., initial resistance by educators) that influence the utility of the model in practice. Drawing on prior research, the authors discuss findings and implications for future research, educational policy, and practice.

Student mental health needs continue to rise across the United States and many students and families rely on schools to provide services to meet these needs. Yet, an overwhelming number of available frameworks and approaches to school mental health (SMH) and overlapping terminology surrounding SMH supports like trauma‐informed (TI) approaches, social and emotional learning (SEL), and others can lead to confusion and potentially less effective implementation of services and supports for students. In this paper, we aim to mitigate this confusion and offer a solution that integrates several of these approaches into a single complementary model with a special emphasis on the role of SEL. We first present an overview of commonly used SMH frameworks. Next, we present the Trauma‐Informed Multi‐Tiered Systems of Support Model (TI‐SEL MTSS)–an adaptation of the TITI‐SEL MTSS–to include and emphasize the specific role of SEL as a critical foundational layer within a multi‐tiered system of support. The proposed adapted model maintains the key structure of a MTSS while highlighting the importance of embedding SEL pedagogy in daily teaching practices and all aspects of school life. A case study is used to illustrate how the proposed model adaptations can be used in practice and in tandem with TI and SMH services without being conflated as the same service as SEL. Practical implications for implementation are discussed.