Schools' mental health services and young children's emotions, behavior, and learning
Schools' Mental Health Services and Young Children's Emotions
Bibliographic Data
| ID | 11680895 |
|---|---|
| Authors | Randall Reback (Barnard College, corresponding author) |
| Year | 2010 |
| Volume | 29 |
| Issue | 4 |
| Pages | 698-725 |
| Publication date | 2010-08-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Policy Analysis and Management (JOURNAL) |
| Journal identifiers | ISSN: 0276-8739 • E-ISSN: 1520-6688 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pam.20528 |
| PMID | 20964104 |
| OpenAlex | W1954646284 |
| Language | EN |
| Citations received | 11 |
| References cited | 36 |
Recent empirical research has found that children's noncognitive skills play a critical role in their own success, young children's behavioral and psychological disorders can severely harm their future outcomes, and disruptive students harm the behavior and learning of their classmates. Yet relatively little is known about wide-scale interventions designed to improve children's behavior and mental health. This is the first nationally representative study of the provision, financing, and impact of school-site mental health services for young children. Elementary school counselors are school employees who provide mental health services to all types of students, typically meeting with students one-on-one or in small groups. Given counselors' nonrandom assignment to schools, it is particularly challenging to estimate the impact of these counselors on student outcomes. First, cross-state differences in policies provide descriptive evidence that students in states with more aggressive elementary counseling policies make greater test score gains and are less likely to report internalizing or externalizing problem behaviors compared to students with similar observed characteristics in similar schools in other states. Next, difference-in-differences estimates exploiting both the timing and the targeted grade levels of states' counseling policy changes provide evidence that elementary counselors substantially influence teachers' perceptions of school climate. The adoption of state-funded counselor subsidies or minimum counselor–student ratios reduces the fraction of teachers reporting that their instruction suffers due to student misbehavior and reduces the fractions reporting problems with students physically fighting each other, cutting class, stealing, or using drugs. These findings imply that there may be substantial public and private benefits derived from providing additional elementary school counselors
Developmental psychology · Harm · Medical education · Mental health · Political science · Psychiatry · Psychological intervention · Subsidy · Test (biology · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Medicine · Psychology · School Choice and Performance · Social Psychology · Youth Substance Use and School Attendance
Adolescents’ Suicidal Thoughts and Behaviors, Mental Health, and Access to School Counselors
An effective elementary school counselor's support of students with disabilities
Re-Envisioning School-Based Counseling
Does the presence of a classmate with emotional/behavioral disabilities link to other students’ absences in kindergarten
Education and Poverty
Can Social–Emotional Learning Reduce School Dropout in Developing Countries
The Use and Efficacy of Capacity‐Building Assistance for Low‐Performing Districts
Revolving School Doors? A Longitudinal Examination of Teacher, Administrator, and Staff Contributions to School Churn
Promoting Resilience? The Role of Schools and Neighborhoods in Supporting the Success of Students Experiencing Homelessness
Who Feels Included in School? Examining Feelings of Inclusion Among Students With Disabilities
Other Duties as Assigned
Better But Not Well
Experimental Estimates of Education Production Functions
Child mental health and human capital accumulation
Trajectories of Boys' Physical Aggression, Opposition, and Hyperactivity on the Path to Physically Violent and Nonviolent Juvenile Delinquency
Boys Named Sue
Unmet Need for Mental Health Care Among U.S. Children
Disruption versus Tiebout improvement
Policies to foster human capital
The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior
Cognitive and Noncognitive Peer Effects in Early Education
Spillover effects of inclusion of classmates with emotional problems on test scores in early elementary school
Parental Cultural Affiliation and Youth Mental Health Service Use
Anomalies
| Unique citing works | 11 |
|---|---|
| Citations per year | 0,79 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |