Supporting Academic Achievement through School-Based Mental Health: Evaluation of Multi-Site Math and Reading Outcomes

Background and Purpose: Schools have increasingly been identified as primary sites for the provision of mental health interventions for children. Providing mental health services in the school setting can address student mental health needs at an early age and prevent academic challenges.  One model for the implementation of mental health services in a school setting is the School-based Mental Health (SBMH) program, which is designed to increase the capacity of elementary schools to recognize and meet the needs of students with mental health problems that threaten their school success. The purpose of the current study is to evaluate the effects of the SBMH program on students’ academic achievement.

Methods: Sample participants included 367 students from six elementary schools located in the southeastern United States. The sample was 81% African American, 10% Hispanic/Latino, 5% Caucasian, 3% Multiracial, and 1% other. The sample was composed of 66% males and 74% of the total sample received Exceptional Children (EC) services at the time of referral to the SBMH program. School-level data indicated that between 66% and 95% of students received free/reduced lunch. 

The following data were collected on each student: initial referral date, types of services provided, EC status at time of referral, and demographics. Quarterly data on math and reading grades were obtained from school report cards. Individual math and reading indicators were averaged to create composite math and reading scores ranging from 1 (does not meet the standard) to 4 (exceeds the standard). Reading level for students in grades K-2 was recorded per the district’s 0-44 scale. Longitudinal hierarchical linear modeling was conducted to examine students’ math and reading trajectories over time. Missing data were handled with FIML. 

Results: Literacy and math average scores, and K-2 reading level, demonstrated statistically significant increases (p<.05) over time. The average math score was 2.18 (SD = .74) and the average literacy score was 2.33 (SD = .03). Math and literacy scores increased at a rate of .06 units and .04 units per quarter respectively. The average K-2 reading level was 13.16 (SD = 1.23), and increased 3.67 units each quarter. Exceptional child status, grade level, and gender were significant covariates. Students classified as EC had significantly lower math and literacy scores than their counterparts. Students in lower grades had significantly higher math achievement than students in higher grades. Females had significantly higher literacy scores than males.

Conclusions and Implications: Findings indicated that math and literacy scores for students who participated in the SBMH program increased over the academic school year, providing evidence that this SBMH program can be an effective intervention for supporting academic achievement. Implications for practice include discussions with school district administrators regarding the results and potential expansion of the SBMH program to other schools. Implications for future research include evaluating the impact of the SBMH program on non-academic outcomes such as social functioning, as well as identifying longitudinal effects by monitoring student trajectories over two years.