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Cited by 422School Health and Nursing EducationBehavioral and Psychological StudiesEarly Childhood Education and Development

Toward the integration of education and mental health in schools

Open access
Atkins, Marc S., Hoagwood, Kimberly E., Kutash, Krista, Seidman, Edward·2010·Administration and Policy in Mental Health and Mental Health Services Research
DOI 10.1007/s10488-010-0299-7PMC PMC2874625
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Abstract

Education and mental health integration will be advanced when the goal of mental health includes effective schooling and the goal of effective schools includes the healthy functioning of students. To build a solid foundation for this reciprocal agenda, especially within the zeitgeist of recent educational reforms, a change in the fundamental framework within which school mental health is conceptualized is needed. This change involves acknowledging a new set of priorities, which include: the use of naturalistic resources within schools to implement and sustain effective supports for students' learning and emotional/behavioral health; inclusion of integrated models to enhance learning and promote health; attention to improving outcomes for all students, including those with serious emotional/behavioral needs; and strengthening the active involvement of parents. A strong research agenda to support these new priorities is essential.

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  • There is a particular need for universal interventions to promote protective factors in schools serving low-income communities, given these students' high level of trauma exposure, emotional symptoms, and academic challenges.

    “There is a particular need for universal interventions to promote protective factors in schools serving low-income communities, given these students’ high level of trauma exposure, emotional symptoms, and academic challenges (Atkins et al., 2010).”

    From Positive impacts of a universal trauma-informed intervention on student mental health: The Project POWER trial (2025) · cites this paper as Atkins et al., 2010

    The “Integration of Promotion, Prevention and Intervention” section (page not available in our copy) supports classroom- and school-wide programs for children with mental health needs and notes particular resource constraints in high-poverty communities. It also links mental health difficulties to poorer school performance. It does not substantiate the stated high level of trauma exposure among students in those communities or specifically frame universal programs as promoting protective factors. (LLM, conf=0.85)

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  • Schools are an effective setting for interventions that prevent adolescent mental health problems and promote capacities for managing stress.

    “Schools are an effective setting for interventions that prevent adolescent mental health problems and promote capacities for positively managing stress, including healthy emotion regulation and coping strategies (Atkins et al., 2010; Domitrovich et al., 2010; Masten, 2003).”

    From Positive impacts of a universal trauma-informed intervention on student mental health: The Project POWER trial (2025) · cites this paper as Atkins et al., 2010

    The ‘Integration of Promotion, Prevention and Intervention’ section describes schools as a setting for prevention programs and says classroom-wide programming can ameliorate some children’s difficulties. But ‘School-Based Mental Health Services: Problems and Prospects’ says evidence for the effectiveness of current school-based service models is scant. The copy does not establish prevention of adolescent mental health problems or development of stress-management, emotion-regulation, or coping skills. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

  • Students growing up in contexts with high levels of stress and trauma exposure are more likely to experience mental health problems and academic challenges.

    “Students growing up in contexts with high levels of stress and trauma exposure deserve universal interventions tailored for their needs because they are more likely to experience mental health problems and academic challenges (Atkins et al., 2010; Baker et al., 2006).”

    From Positive impacts of a universal trauma-informed intervention on student mental health: The Project POWER trial (2025) · cites this paper as Atkins et al., 2010

    The 'Integration of Promotion, Prevention and Intervention' section says children's mental health difficulties can impair school performance and discusses classroom-wide supports, including in high-poverty communities (page unavailable). But it does not establish that students exposed to high levels of stress and trauma are more likely to have mental health and academic problems, or specify universal interventions tailored to that exposure. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • The public education system is under-resourced and ill equipped to address the level of mental health need using "pull out" models, such as indicated programs.

    “The public education system is under-resourced and ill equipped to address this level of need using “pull out” models, such as indicated programs (Atkins et al., 2010; Baker et al., 2006).”

    From Positive impacts of a universal trauma-informed intervention on student mental health: The Project POWER trial (2025) · cites this paper as Atkins et al., 2010

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Cites

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Research works printed but not linked: 2

  1. Bill & Melinda Gates Foundation 2009 Foundation commits $335 million to promote effective teaching and raise student achievement http://www.gatesfoundation.org/press-releases/Pages/intensive-partnership-for-effective-teaching-091119.aspx.
  2. Kutash K Duchnowski AJ 2008 An empirical investigation of a parent support program: Parent connectors Paper presented at the 21st annual research conference: A system of care for children's mental health: Expanding the research base Tampa, FL

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Authors
Atkins, M. S., Hoagwood, K. E., Kutash, K., & Seidman, E.
Affiliations
  • University of Illinois Chicago (US)
  • Columbia University (US)
  • University of South Florida (US)
  • New York University (US)
Corresponding author
Atkins, Marc S.
ORCID
Venue
Administration and Policy in Mental Health and Mental Health Services Research
Publisher
Springer Science and Business Media LLC
Published
2010-03
Volume
37
Issue
1-2
Pages
40-47
ISSN
  • 0894-587X (ISSN-L)
  • 1573-3289
DOI
10.1007/s10488-010-0299-7
PMC
PMC2874625
OpenAlex
W2029257938
Cited by
422
References
82
Citations by year
2026: 16 · 2025: 28 · 2024: 21 · 2023: 34 · 2022: 38 · 2021: 36 · 2020: 68 · 2019: 31 · 2018: 22 · 2017: 15 · 2016: 19 · 2015: 24 · 2014: 15 · 2013: 25 · 2012: 13
FWCI
48.82
Type
journal article
Language
en
Open access
Licence
www.springer.com/tdm (tdm)
Locations
  • Administration and Policy in Mental Health and Mental Health Services Research (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
National Institute of Mental Health (R01MH073749)
Topics
  • Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
school mental health, educational reform, parental involvement, student outcomes
MeSH terms
Adolescent, Affective Symptoms, Child, Child Behavior Disorders, Child, Preschool, Community Mental Health Services, Education, Health Promotion, Health Services Research, Humans, Learning Disabilities, School Health Services, United States, Delivery of Health Care, Integrated

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