Running head: MENTAL HEALTH INTERVENTIONS FOR ALL STUDENTS IN K-12

SCHOOLS 1

Mental Health Interventions for all students in K-12 Schools

Matthew J. Samocki

Central Michigan University

Abstract
MENTAL HEALTH 2

This paper analyzes mental health interventions for all students in K-12 schools such as Social

and Emotional Learning (SEL), Positive Behavioral Intervention Systems (PBIS), and

Multitiered Systems of Support (MTSS) in relationship to policy research and contemporary

politics. Additionally, this paper includes an analysis of the Every Student Succeeds Act (ESSA)

as a funding approach for mental health interventions for all students in K-12 schools. The

findings will result in recommendations made to school leaders in order to improve K-12 school

mental health interventions.

Keywords: mental health, all students, K-12 schools, social and emotional learning,

positive behavioral intervention systems, multitiered systems of support, and the every

student succeeds act

Mental Health Interventions for K-12 Schools

MENTAL HEALTH 3

The World Health Organization describes mental health as an individuals ability to

realize their general welfare, handle stress, work efficiently, and contribute to society (as cited in

Mental illness surveillance, 2011). Mental illness surveillance (2011) further states that in

the United States only 17% of adults are fully mentally healthy and that mental illness carries an

economic cost of more than 300 billion dollars per year. Thus, mental health issues affect the

majority of society, which includes K-12 schools.

K-12 schools across the United States deal with the same mental health issues society

faces, according to the Michigan Department of Education, who created a Mental Health Toolkit

to help educators deal with K-12 mental health issues (Mental health toolkit, 2016). To help

schools recognize mental health issues, the following are common mental health ailments

students may face: depression, anxiety, emotional, obsessive, schizophrenia, addiction, and

personality and conduct disorders (Rossen & Cowan, 2014). When people become addicted,

depressed, or anxious they do things that are not safe for themselves or for others and this is

could lead to catastrophic events like school shootings (Community Mental Health School

Interventionist, personal communication, February 1, 2016). Furthermore, schools face the

difficulty of finding resources for families and students with mental health issues while staff and

budgets are downsized (Michigan Department of Education employee, personal communication,

January 25, 2016). Therefore, to help schools manage mental health issues, mental health

resources for K-12 schools will be examined through policy research and contemporary politics

followed by a policy report and recommendations for educators.

Policy Research

Mental health issues can prevent students from being successful in an academic setting

(Mental health toolkit, 2016). According to Mental health toolkit (2016) the promotion of
MENTAL HEALTH 4

positive mental health and prevention activities can help improve academic success. Gall (2000)

finds truancy decreases with mental health interventions while Corrigan (2004) recognizes the

perception that society shames those who seek mental health treatment and thus individuals are

reluctant to get help (as cited in Mental health toolkit, 2016). Despite this societal perception,

mental health services are still a necessity to help all students in need and it is imperative to

address the needs at their onset.

The earlier an individual receives mental health services, the greater the results (Mental

health toolkit, 2016). The author further states that:

Treating students early can prevent further disability and additional (co-occurring) mental

illness, among other challenges. Early intervention activities include strategies for

building skills (e.g. coping strategies, conflict resolution) that not only address social and

emotional problems, but also decrease risk factors and improve protective factors in

children (para. 5).

Early intervention is not the only key to mental health programs, but involving all systems in an

individuals life helps as well.

Greenberg, Domitrovich, and Bumbarger (2001) explain that successful mental health

programs involve the home, school, and community and conclude that schools must collaborate

with community resources for continual treatment and monitoring throughout a students

education (as cited in Mental health toolkit, 2016). Therefore, to benefit K-12 schools, an

analysis follows regarding the subsequent three mental health approaches in terms of their

philosophies, costs, benefits, and abilities to handle problems equitably: Social and Emotional

Learning (SEL), Positive Behavior Intervention System (PBIS), and Multitiered System of

Supports (MTSS).
MENTAL HEALTH 5

Social and Emotional Learning (SEL)

According to research by Durlak, Weissberg, Dymnicki, Taylor, and Schellinger (2011)

SEL attempts to serve diverse students with multiple abilities and drives for learning. Durlak et

al. (2011) defines SEL as the process of acquiring core competencies to recognize and manage

emotions, set and achieve positive goals, appreciate the perspectives of others, establish and

maintain positive relationships, make responsible decisions, and handle interpersonal situations

constructively (p. 406). Application of a SEL model in a school involves creating safe learning

environments, involving friend and family supports, improved behavioral techniques, and school

wide implementation including community partnerships, according to the authors. Furthermore,

the Collaborative for Academic, Social and Emotional Learning organization found the following

positive effects a SEL model can have in school: grade improvement, higher standardized test

scores, improvements for minority students, improved social and emotional skills, and reduced

discipline incidents (as cited in Mental health toolkit, 2016).

To validate SEL findings, Durlak et al. (2011) studied 270,034 K-12 student participants

in SEL programs. Durlak et al. found that, Compared to controls, SEL participants

demonstrated significantly improved social and emotional skills, attitudes, behavior, and

academic performance (p. 405). However, the authors also discovered that under funded

programs, ineffective leadership, poorly run assessment, and lack of accountability programs

sabotage SEL models. Based on the findings, the philosophy and application of SEL fits the

needs of mental health programs, the benefits outweigh the costs, but inequity in available

resources can keep SEL programs from success.

MENTAL HEALTH 6

Positive Behavior Intervention System (PBIS)

A PBIS model seeks to promote positive changes in staff first, thus helping student

behavior, including early intervention and continuous monitoring (Bradshaw, Pas, Bloom,

Barrett, Hershfeldt & Leaf, 2012). According to Cressey, Whitcomb, McGilvray-Rivet,

Morrison, and Shander-Reynolds (2015) a PBIS model is not a one-size-fits-all curriculum but

the implementation of continuous intervention, assessment methods, data collecting, and

analysis. Furthermore, a PBIS model can allow for access to community resources such as

universities (Cressey et al., 2015). To understand the ability of school districts to implement

programs such as PBIS, Bradshaw et al. (2012) conducted research using meta-analysis

techniques.

Bradshaw et al. (2012) researched a statewide implementation of PBIS models in

Maryland by collecting 12 years of data from 800 schools. The majority of Bradshaw et al.s

research focuses on the implementation of PBIS within each school district in Maryland.

Bradshaw et al. (2012) found that in successfully implemented PBIS schools, student discipline

incidents, bullying and peer rejection decreased. However, much of Bradshaws findings detail

the difficulties for schools to garner staff buy-in for a PBIS model and funding difficulties related

to training staff. PBIS shows the benefits of improving mental health for students, but the lack

of equity in resources for schools continues be the largest hurdle to implementing positive mental

health interventions.

Multitiered System of Supports (MTSS)

A MTSS model addresses short-term, chronic stressors and serious mental illness for all

students (Rossen & Cowan, 2014). According to Rossen and Cowan (2014), schools can assist

as prevention, wellness promotion, identification, with early and intense interventions (Appendix
MENTAL HEALTH 7

A). In order to act as an intervention MTSS uses three tiers of support: universal wellness

promotion and primary prevention, targeted prevention and intervention, and individual/tertiary

intervention, according to the authors.

Universal wellness promotion and primary prevention. According to Rossen and

Cowan (2014), universal wellness promotion and primary prevention includes, promoting

resilience, positive behavior and safety, developing a supportive school environment where all

students feel valued, connected, and respected, and identifying students who may be at risk for or

experiencing a mental health problem (p. 10). Universal wellness promotion and primary

prevention are attainable through MTTS by using PBIS and SEL interventions along with

positive discipline policies, universal screening, and staff training, according to the authors.

Targeted prevention and intervention. Targeted prevention and intervention includes

targeting school or classroom specific issues with groups of students, which can include group

counseling, according Rossen and Cowan (2014). The authors explain that for a situation such as

this, mental health professionals would assess students on their at-risk areas in order to provide

the most effective intervention along with working with classroom teachers.

Individual/tertiary intervention. Individual/tertiary intervention provides counseling

and therapeutic interventions from mental health professionals including working with

community agencies and physicians who can provide intensive interventions (Rossen & Cowan,

2014). This allows for agencies outside of the school to provide continuous ongoing support,

according to the authors. Despite the positive effects of the three tiers of support, MTSS faces

implementation issues.

Forman and Crystal (2015) find that in order for to implement MTSS requires the

following:
MENTAL HEALTH 8

effective leadership, the need for the use of data-based decision making, and the necessity

of taking action in five domains: (a) intervention selection that focuses on efficacy and

fit, (b) development of stakeholder support, (c) development of implementer competency,

(d) development of a supportive organizational context, and (e) facilitation from external

systems (p. 278)

Therefore, MTSS shows the benefits of improving mental health for students, but also requires

funding and thoroughness to implement due to its complexity.

Mental health issues are rising while school districts have fewer resources. SEL, PBIS,

and MTSS are expensive schoolwide initiatives centered on improving the students mental

health. K-12 schools should have equitable access to mental health resources despite funding

concerns. Mental health is a basic, foundational need of each child that comes into a K-12

building (Anonymous personal communication, February 1, 2016). To help all K-12 students

within mental health interventions, it is necessary for further analysis of mental health policies in

relationship to contemporary politics in the United States.

Contemporary Politics

The United States currently incarcerates roughly 350,000 adults with mental illness,

while only 35,000 beds are available within psychiatric institutions (Carey, 2014). Schools are a

vital environment to help provide early interventions to prevent an increase the number of

incarcerated adults who suffer from mental illness. According to the World Health Organization

(2003) untreated mental health issues only become worse with age. In the short term, students

suffer which can lead to long term social issues such as unemployment, civil disengagement,

incarceration, substance, abuse, lost productivity and poor health (as cited in Rossen & Cowen,
MENTAL HEALTH 9

2014, p. 8). Unfortunately, students suffering from mental illness can also lead to violence in K-

12 schools.

Within contemporary politics, focus on mental health issues within K-12 schools occurs

due to recent school shootings. On April 20, 1999, the Columbine shooting killed 13 students

while wounding 20 others (Columbine High, 2009). It is the worst high school shooting in

U.S. history and tragedies have continued at all levels of education including elementary schools

and higher education institutions (Zauzmer, 2015). These shootings highlight the recent

contemporary political focus on students in need of mental health interventions. According to

National Center for Education Statistics (2014), 10 million students need professional help in

the K-12 public schools nationwide (as cited in Rossen & Cowen, 2014, p. 9). The authors

estimate that of 150 students with mental health issues, 100 will graduate without receiving

adequate service. Therefore, schools are an ideal institution to begin mental health screening for

all students.

As stated by Foy and Perrin (2010), in many communities, schools are the central hub or

de facto provider of mental health services (as cited in Rossen & Cowen, 2014, p. 9).

However, schools are limited in the interventions and funding to help all students. Currently,

Individuals with Disabilities Education Act (IDEA) primarily helps students with disabilities,

according to the authors. Meaning, the majority of students have not benefited from IDEA. In

fact, the U.S. National Institute for Mental Health (NIMH) estimates that 1 in 5 children will

have suffered from a serious mental issue before becoming an adult and only 50% of those

students will seek help for those issues (Any disorder among children, n.d.; Use of mental

health services, n.d.). Meaning, unless the school is aware of a mental disorder through an

Individualized Education Program (IEP), the vast majority of students will not receive
MENTAL HEALTH 10

interventions. Despite the clear need for increased mental health interventions for all students,

an analysis of the major actors opposing different mental health solutions for all students follows.

Major Actors

Mental health is a controversial subject as related to interventions for schools

(MacPherson, 2005). Kennedy (2014) recognizes that concerns exist for mental health mass

student screenings because they could uncover mental health issues, which could be untreatable

in schools. Additionally, mass student screenings could lead to misdiagnosis or over diagnosis of

students, which could lead to unnecessary labelling throughout their formative years. The

negative stigmas related to mental health treatment for all students are the foundation to

opposition for mental health interventions for all students as shown through the following major

actors in contemporary public policy formation: Republican Party, citizens, and the Bazelon

Center for Mental Health Law.

Republican Party. According MacPherson (2005) President Bush formed a 2003 federal

commission, New Freedom Commission on Mental Health, to improve mental health programs

in schools with early intervention screenings for all students in order to prevent violence. This

commission intended to prevent violence and disruption in schools, according to the authors.

Macpherson found the commission created an 86-page report to help improve mental health

interventions within schools and the United States as a whole. The report was highly disregarded

by Republicans because it was an unnecessary government regulation over citizens personal

lives, according to the author. Thus, in this instance, the Republican Party was a major actor in

suppressing this specific mental health intervention to help all students.

The Republican Party was once again a major actor in suppressing mental health

interventions for all students in 2013. Senator Al Franken co-sponsored a bill, Justice and
MENTAL HEALTH 11

Mental Health Collaboration Act, which set to authorize $40 million for United States mental

health interventions for all citizens (McEnroe, 2014). The bill faced Republican Party opposition

due to the belief that mental health interventions should be a state issue and not a federal issue

and thus a violation of the constitution, according to McEnroe (2014). The bill eventually died

prior to coming to a vote in congress.

Citizens. Connecticut citizens opposed a bill, an Act Requiring Behavioral Health

Assessments for Children, mandating mental health screening of all students in their state

(Concepcion, 2013). The driving force behind the bill was the Newtown tragedy in which an

armed gunman killed 20 children and 6 staff members at Sandy Hook Elementary on December

14, 2012 (Concepcion 2013; Candiotti, Botelho, & Watkins, 2013). According to Concepcion

(2013) the bill proposed confidential screening of which the results will include reporting to

guardians. The author further stated that severe opposition for the bill, which ultimately caused

it to die, stemmed from privacy law violations (Concepcion, 2013). In this instance, no

particular group, but citizens as a whole, banded together as a major actor in order to kill a bill to

help all students receive mental health interventions.

The Bazelon Center for Mental Health Law. The Bazelon Center for Mental Health

Law opposes the Helping Families in Mental Health Crisis Act that intends to overhaul mental

health care in the United States (Carey, 2014). The major reason for opposition is language

within the bill that includes involuntary treatment, such as a court-ordered therapy, according to

Carey (2014). Despite the intent of acts such as this, involuntary treatment programs have led

thousands of former psychiatric patients to become fierce critics of the mental health system

(Carey, 2014). Furthermore, Carey states Dr. Bernstein of the Bazelon Center and Dr. Nikkel

said that extending such programs would eviscerate civil right protections and further erode
MENTAL HEALTH 12

trust between patient and provider (para. 18). This bill is currently only in the introduction

phase of policy formation. Therefore, the Bazelon Center is working as an organization to

become a major actor in thwarting policy formation in regards to mental health interventions for

all citizens.

In contemporary politics, the Republican Party, voting citizens, and the Bazelon Center

for Mental Health Law are three recent examples of major actors halting mental health

interventions for all students. However, opportunities still exist for mental health policies. To

grasp the complex world of political policy in relationship to mental health interventions, an

analysis of the political barriers and opportunities follows.

Political Barriers and Opportunities

The previously analyzed pieces of opposition to mental health policies are only a few

examples ranging from concerns of citizens rights violations, federal versus states rights

arguments, privacy law violations, and involuntary treatment. Reading between the lines, once

policies extend beyond providing mental interventions to citizens with disabilities to include the

general population, opposition exists. For example, a student with an IEP may receive benefits

based on their disability such as immediate mental health help from a school social worker.

General education students rarely have the same opportunity. Due to the negative stigma related

to mental health interventions, it seems once special education and general education students are

lumped together, it makes politicians, citizens and special interest groups nervous. Political

barriers will continue to exist and cause debate during the creation of legislation to provide

mental health interventions for all students. Fortunately, the following currently existing policies

and organizations exist that will provide opportunities to continue to debate these issues and shed

light on the necessity for mental health interventions through regulated government policies:
MENTAL HEALTH 13

Affordable Care Act (ACA), Mental Health First Aid, NIMH, U.S. Department of Education, and

ESSA.

ACA. The ACA became law in March of 2010 and within the legislation, many different

aspects address mental health interventions (Lehman, 2015). Within the law, mental health

services are essential pieces of health insurance, no citizen can be denied access to insurance due

to pre-existing conditions, children can continue to be covered until age 26, home and

community based mental health services were continued and further home options are available

for those with chronic mental health issues, according to Lehman (2015). Lehman is hopeful

that the ACA expansion of insurance coverage and will allow more help for those affected by

mental health issues. Meaning, the ACA is an opportunity to help all citizens and not just those

with diagnosed disabilities.

Mental Health First Aid. Mental Health First Aid is an organization that is spreading

worldwide including the United States. The intent behind the organization is to train citizens,

physicians, and public servants how to handle situations such as an individual who reports they

are suicidal (Monette, 2012). The U.S. congress is behind the movement and recently

appropriated $15 million in funding (Mental health first aid, 2013.) Since 2008, more than

500,000 citizens received training in the awareness and intervention program, according to

Mental health first aid (2013). Mental Health First Aid seeks to help all individuals in need,

not just those with disabilities.

NIMH. The NIMH receives funds from congress in order to research mental disorders as

a part of the U.S. Department of Health and Human Services (About NIMH, n.d.). The

organization approves grants for communities to provide further mental health interventions

throughout the United States to help all citizens.

MENTAL HEALTH 14

U.S. Department of Education. The U.S. Department of Education oversees the

education system within the United States with a yearly budget of $68 million (U.S.

Department, 2013). In 2013, the department decided to grant $12.3 million between 35 school

districts in order to hire and train counselors, along with increasing family and community

relationships in hopes to helps schools ensure safety (U.S. Department, 2013). Hence, U.S.

Department of Education fund grants to help all in need of mental health interventions.

ESSA. On December 10, 2015, President Barack Obama signed the passage of the ESSA

into law, which replaced No Child Left Behind (NCLB) as the laws, policies, guidelines, and

regulations that educators must follow within the United States (McGrew, 2015). Due to the

newness of the legislation, much is still yet to be determined about the application and

enforcement of the policies, guidelines and regulations within the law (Anonymous, personal

communication, January 25, 2016). However, it is important to highlight the possible funding of

mental health interventions that may stem from ESSA in the years to come.

Within the legislation, there are many positive mentions of interventions and resources to

available to schools to help mental health issues (Strobach, 2015). For example, To

reauthorize (2015) recognizes mental health as a way to help the needs of all children in school.

Additionally, To reauthorize states that ESSA will help schools who qualify for sub-grants to

develop in-school programs along with creating partnerships with public or private mental health

organizations. Furthermore, the law reads that states will receive an allotment of funds to in

order to distribute to local agencies to implement mental health awareness programs and that

grants will be available to school districts to implement needs assessments, which include mental

health supports (To reauthorize, 2015). For the 2017 fiscal year, $1.65 billion is earmarked

within ESSA for the implementation of the Title IV category, 21st Century Schools, which
MENTAL HEALTH 15

includes mental health interventions (U.S. Congressional Representative, personal

communication, January 26, 2016). The drawback to ESSA thus far is the undetermined grant

processes (Michigan Department of Education employee, personal communication, January 25,

2016). Despite opposition, mental health interventions continue to receive support via funding

by various groups and organizations creating opportunities for all students to benefit.

Mental health interventions within schools receive attention due to recent school

shootings and the subsequent blame on a lack of mental health interventions for the individuals

who commit the crimes. Policies related to mental health interventions in schools, not yet

including the ESSA, tend help a minority of the school population based on the specific language

within the laws. Fortunately, ESSA will allow for more flexibility at the local and state level

thus allowing for more choice when implementing all types of programs, such as mental health

(U.S. Congressional Representative, personal communication, January 26, 2016). Recent

policies to help address all students meets opposition due to citizens rights violations, federal

versus states rights arguments, privacy law violations and involuntary treatment. Despite recent

opposition to mental health policies, organizations continue to push the envelope for more

inclusive mental health interventions in the form of funding for already existing interventions.

Mental health will continue to be a controversial topic, thus a clear research based

recommendation follows with suggestions for an approach, support, possible criticism, and

implementation steps.

Policy Report and Recommendations

MENTAL HEALTH 16

To help K-12 schools, an implementation of the MTSS model along with ESSA funding

will provide a fully comprehensive mental health intervention to help all students. MTSS is the

most inclusive mental health model as it includes SEL or PBIS interventions, as appropriate, for

all students along with tiers of interventions per each individual intervention. Dullaney, Hallam

and Wall (2013) find that in order to properly implement MTSS the following must occur: the

use of a common language regarding MTSS between buildings in school districts, district wide

collaboration and continuous monitoring of the of the implementation at all levels. The authors

also stress the importance of flexibility within MTSSs structure, which allows MTSS to be more

adoptable across more schools who seek to implement it as a mental health model. Rossen and

Cowan (2014) recognize that, schools must have effective policies and funding before they can

fully implement comprehensive mental health services, and educators should advocate for these

supports at all levels of government (p. 12). Fortunately, educators may begin implementing

MTSS models prior to full funding by using the following five methods: making optimal use of

school-employed mental health professionals, mining data with purpose, working

collaboratively, tapping all potential funding sources, and engaging families (Rossen & Cowan,

2014). In order to acquire full MTSS funding, it is necessary to pursue grants from the ESSA.

Within the ESSA, it states the purpose of the grants offered, provide all students with

access to well-round education and improve school conditions for student learning (Summary

of Every, 2016, p. 8). Specifically a well-rounded education includes coordination with

community-based services and programs, and can be partnerships with higher education

institutions, business, nonprofits, community-based organizations, or other public or private

entities (p. 9). Activities within these programs will include counseling programs, conflict

resolution, evidence-based drug and violence prevention programs, mental health services,
MENTAL HEALTH 17

supporting a healthy and active lifestyle, helping to prevent bullying and harassment, relationship

building skills, child sexual abuse awareness, site resource coordinators, and technological

professional training for staff (Summary of Every, 2016).

As MTSS is the chosen approach to address K-12 mental health interventions for all

students, through ESSA funding, the following policy implementation instruments will provide

to highest opportunity for success: inducements, capacity building, and hortatory policy.

Chosen Approach

Fowler (2013) analyses McDonnell and Elmores following policy implementation

instruments as a way to understand the intended goals of the proposed policies: mandates,

inducements, capacity building, system changing, and hortatory policy. More specifically, the

instruments analyze the conditions under which these instruments are most likely to produce

their intended effects (p. 223). To implement MTSS through ESSA, inducements, capacity

building and hortatory policies are a key policy instruments for K-12 school districts.

Inducement. According to McDonnel and Elmore (1987) inducement consists of a

transfer of money (or in-kind grants) to individuals or agencies in return for the production of

goods or services (as cited in Fowler, 2013, p. 225). The ESSA will award grants in order for

K-12 school districts to implement MTSS in order to provide mental health interventions for

schools.

Capacity building. Capacity building will also work well as a policy implementation

tool for MTSS due to the necessary training involved for K-12 staff, public agencies, parents,

and students. Capacity building works well with K-12 mental health interventions because by

definition, capacity buildings goal is to train, people and institutions, capable of implementing

desirable new programs and policies (Fowler, 2013, p. 227). Training will then help serve the
MENTAL HEALTH 18

needs of all parties involved in the implementation process, which will ultimately benefit all

students (Dullaney, Hallam & Wall, 2013).

Hortatory policy. Hortatory policy, as a form of persuasion, is the last McDonnell and

Elmore policy implementation tool, which is appropriate for the implementation of MTSS

through ESSA (Fowler, 2013). Hortatory policy helps persuade K-12 students, parents, and

community that mental health interventions are necessary and should be available without a

negative stigma as a way to help all students, not just those with disabilities. A slogan such as

everyone needs a little MTSS can help spread the message that MTSS is an all-inclusive

mental health model focused on helping all students. Regardless, the implementation of MTSS

will not be without criticism because of the opposition that exists for legislation meant to address

the mental health needs of all students.

Criticism

As state earlier, mental health opposition ranges from concerns of citizens rights

violations, federal versus states rights arguments, privacy law violations, and involuntary

treatment. However, the distribution of funds through grants related to currently existing

legislation receives little resistance once the law exists. Additionally, a group or organization

may provide funds to help support mental health interventions, which again, garners little

resistance as the group or organization can decide to distribute their money as they see fit.

Therefore, because the ESSA is a new law and enacting the law requires gaps to be filled,

I recommend using the ESSAs language which states, providing all students with a well-

rounded education as a catalyst to acquire funds to implement mental health interventions for all

K-12 students (Summary of Every, 2016, p. 8). Unfortunately, the issue of equitable

distribution of mental health interventions will still exist due to the yet undetermined qualifying
MENTAL HEALTH 19

nature of the grants and the limited budget the U.S. Department of Education has to fund the

ESSA.

Implementation

K-12 schools are not medical facilities, but the use of MTSS allows schools to improve

collaboration and make the best use of the expertise of both community providers and of mental

health professionals on staff (Rossen & Cowan, 2014, p. 8). Our schools and communities will

be a safer place when mental health issues are addressed (Anonymous, personal communication,

February 1, 2016). Therefore, the ESSA should fund MTSS models in K-12 schools to help

provide mental health interventions for all students. The following are my recommendations for

policy formation, implementation, and evaluation of mental health interventions for K-12

Schools:

1. Administer research-based surveys to students to identify mental health needs.

2. Using data from the surveys, apply for ESSA grants to implement MTSS.

3. Secure ESSA funding.

4. Train staff on MTSS interventions.

5. Use assessment and identification tools to identify students at-risk and in need of mental

health interventions.

6. Take into account the unique culture of the school and each student prior to interventions.

7. Work with the community agencies, families, and school staff as apart of continuous

observations.

8. Be aware of the unique aspects of each school to avoid interference with instruction

and/or violation of school law prior to the implementation of MTSS as a K-12 mental

health intervention.
MENTAL HEALTH 20

9. Evaluate the effectiveness of the policy through data collection methods such as office

referrals, incident reports, truancy, grades, and surveys to staff, students, parents and

agencies involved in mental health interventions.

10. If necessary, adjust the MTSS model based on the evaluation of its implementation.

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Appendix A
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