Mental health literacy (MHL) programs, which aim to improve knowledge, reduce stigma and promote help-seeking behavior, are a promising approach to meeting the growing mental and behavioral health needs of youth. This study aimed to understand the relational impacts of a MHL curriculum on students and teachers. A MHL curriculum was delivered in middle school classrooms across 11 schools in two diverse school districts in the Mid-Atlantic and Southeast regions. Fifteen teachers and counselors who delivered the MHL curriculum participated in focus groups to describe their experiences using the curriculum and perceptions of its impact. Qualitative focus group data were analyzed via team-based inductive thematic analysis following a grounded theory approach. Findings indicate that educators perceived the universal school MHL program to have a positive impact on relationships amongst students and between students and teachers. Participants reported that the MHL curriculum helped to open conversations about mental health and related topics by developing common language and providing an opportunity to model vulnerability. Having these conversations improved classroom rapport and helped teachers develop deeper connections with students. As a result, teachers and students achieved greater empathy and students advocated more for themselves and their peers. Implications for integrating MHL programs into multi-tiered frameworks in schools to expand access to mental health supports are discussed.

Children and adolescents face a wide variety of developmental changes and environmental challenges, and it is estimated that at least one in five children aged 3–17 will experience behavioral or mental health issues. This period of life coincides with major changes in brain structure and function that have profound long-term consequences for learning, decision-making (including risk taking), and emotional processing. For example, continued development of the prefrontal cortex in adolescence is a sensitive period during which individuals are particularly susceptible to risky behaviors, environmental stressors, and substance use. While recent advances in mental health literacy programs have paved the way for increased awareness of the benefits of mental health curricula in schools, these efforts could be greatly bolstered with support in basic neuroscience education in developmentally appropriate and area-specific content. Here, we provide a discussion on the basic structural and functional changes occurring in the brain throughout childhood, how this contributes to changes in cognitive function, and the risk factors posed by early life adversity, stress, and drug use. Finally, we provide a perspective on the benefits of integrating findings from the field of neuroscience and suggestions for tools to better equip students, teachers, administrators, and school mental health staff to provide new directions for addressing the mental health crises faced by millions of children and youth each year.

Comprehensive school behavioral health (SBH) programs offer an integrated approach for mental health support. However, program success hinges on critical school-level factors, particularly school climate. While prior research has examined the discrepancy between student and teacher perceptions of school climate, there is uncertainty surrounding how correspondence of school climate perceptions may inform SBH implementation and continuous improvement. This exploratory study investigates student and teacher perceptions of school climate across 19 schools implementing a comprehensive SBH program within a large-scale randomized controlled trial. School climate data were collected during spring 2022 using the U.S. Department of Education School Climate Survey, which assesses school climate domains of engagement, safety, and environment. Pearson correlations and Cohen’s d were conducted using aggregate school-level student and teacher reports to examine correlation and mean-level differences across domains. Results revealed significant, moderate to high correspondence between student and teacher perceptions in domains of safety and environment, particularly across subdomains of physical safety, bullying/cyberbullying, substance abuse, mental health, and discipline. Findings indicate how correspondence in areas of school climate, such as safety and environment, may inform the implementation and improvement of school-wide SBH programming.

The promise of achieving desired outcomes in community-engaged research relies upon an ongoing and long-term connection between the community and researchers. However, many community–researcher relationships begin and end in the confines of a single project, often precluding the sustainability and scalability of programs and initiatives that can benefit the community. Few examples exist in the literature, especially for the focus of this paper—school behavioral health (SBH)—to understand how the complex, challenging, and nuanced process of continued engagement between researchers and community members can be sustained and succeed. In this article, we chronicle the development of the Southeastern School Behavioral Health Community across 13 years, from its inception in a single state to its regional expansion through two research awards, to illustrate how long-term community engagement and a history of community connections can shape SBH research and practice across project action cycles. We describe the strengths, challenges, and lessons learned from this long-term community engagement experience. Numerous examples illustrate proactive and responsive strategies for initiating and sustaining community engagement throughout all phases of the longitudinal initiative and demonstrate tangible ways in which meaningful engagement influenced both research and practice. The reflections include the extent to which engagement principles of the research funder (the Patient-Centered Outcomes Research Institute, PCORI) were enacted during this research program; our roles as researchers, facilitators, and community members; the impact of the COVID-19 pandemic; engagement facilitators and structures; and what was achieved regarding levels of engagement. Future directions are provided for sustaining interconnected, community-engaged research and practice in SBH.