Understanding Community Perceptions on the Role of Schools in Youth Mental Health

Bibliographic Data

ID21354653
AuthorsTaylor Neher (0000-0002-0050-8213, School of Public and Population Health Boise State University 1910 University Drive Boise ID 83725 USA, corresponding author), Megan L Smith (0000-0002-4545-7480, School of Public and Population Health Boise State University 1910 University Drive Boise ID 83725 USA), Kelly Rossetto (0000-0003-3952-4592, Department of Communication Boise State University 1910 University Drive Boise ID 83725 USA), Irma Mujak (School of Public and Population Health Boise State University 1910 University Drive Boise ID 83725 USA), Alyssa Romero (School of Public and Population Health Boise State University 1910 University Drive Boise ID 83725 USA), Kaydin Griffin (School of Public and Population Health Boise State University 1910 University Drive Boise ID 83725 USA)
Year2024
Volume94
Issue10
Pages950-956
Publication date2024-10-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of School Health (JOURNAL)
Journal identifiersISSN: 0022-4391 • E-ISSN: 1746-1561
PublisherWiley (PUBLISHER • GB)
DOI10.1111/josh.13493
PMID39117586
OpenAlexW4401475453
LanguageEN
Citations received1
References cited17

BACKGROUND: Youth mental health rates of depression and anxiety continue to climb. Schools have a role to play to support youth mental health but often struggle to navigate community expectations. METHODS: Focus groups (n = 17) were conducted with over 100 participants to understand community perceptions on the role of schools. RESULTS: Three themes emerged around what schools should be doing: (1) provide accurate education about mental health, (2) create mental health promoting environments that positively supports young people, and (3) act as a common space to bring community members and organizations together for their young people. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: School professionals and systems should be equipped to adequately address youth mental health. The current US institutional response to this crisis is underdeveloped and exacerbates equity issues and health outcome disparities. Schools need institutional support for addressing mental health in ways that incorporate building a shared understanding with families and providing efforts to prevent and detect rather than just treat mental health. CONCLUSIONS: Schools should work with their communities to promote shared understanding and accountability for all to engage in building rich protective environments that promote mental well-being for kids in their care.

Accountability · Focus group · Mental health · Perception · Political science · Psychiatry · Public relations · Sociology · Child and Adolescent Psychosocial and Emotional Development · Mental Health Treatment and Access · Psychology · School Health and Nursing Education