Advancing the Science of Intervention Development in School Mental Health: A Commentary on this Special Issue

Abstract

This commentary examines the critical importance of intervention development and adaptation research in school mental health, as highlighted by the studies in this special issue. We discuss two primary reasons for advancing this field: increasing the use of evidence-based practices and enhancing intervention benefits by adapting to unique needs. The paper emphasizes the significance of identifying meaningful moderators of intervention response and proposes adopting an intersectionality perspective to better understand the complex factors influencing intervention effectiveness. We review several studies from the special issue that exemplify innovative approaches to intervention adaptation, including peer-supported interventions, culturally responsive programs for specific populations, and adaptations for rural school settings. The commentary also explores the distinction between adapting intervention “packaging” versus mechanisms of action, and highlights the value of community partner involvement in the development process. We argue that by carefully considering moderators of intervention response and embracing an intersectionality framework, researchers can develop effective interventions for diverse youth populations. The paper concludes by discussing future directions for intervention development research in school mental health, emphasizing the need for continued innovation to address the complex and varied needs of students in educational settings.