Bridging the Mental Health RTI Theory to Practice Gap: Preliminary Investigation into Current Practices, Facilitators and Barriers

Abstract

Twenty-plus percent (8 to 12 million) of US school-age youth have moderate to severe emotional, behavioral and mental health problems. Eighty percent receive no mental health services. For the few who do receive it, the vast majority of mental health services are school-based. Nationaland state-level initiatives and the literature regarding mental health RTI practices provide conceptual frameworks but lack research-based guidelines for schools to implement and evaluate interventions or monitor progress. This study sought to begin bridging the theory to practice gap for best practice guidelines and procedures for providing tiered systems of school-based mental health supports for children and adolescents by identifying baseline current practices, facilitators and barriers. Preliminary results of a state-wide survey of 174 psychologists found that only 16% of schools engaged in universal mental health screening. Generally, data regarding risk or documented mental health concerns was not systematically gathered or maintained for students not services or accommodations for mental health concerns via IEPs or 504 plans. Facilitators and barriers to mental health RTI centered on available resources to support students, communication, expertise and leadership. Next step recommendations for data collection, analysis and monitoring, and regulation-compliant communication processes are offered.