School Mental Health Milestones Since the Late Twentieth Century

This chapter examines the evolution of adolescent mental health within the context of public education. A historical review of education policy provides the backdrop from which treatment and literacy of mental health in schools began and through which current initiatives are developing. A specific focus is given to the processes and resources within school settings that work to prevent mental health problems for adolescents. When schools employ evidence-based curricula and practices that teach social and emotional competencies, they help promote mental health literacy and serve a fundamental role in the prevention and early intervention of mental illness among students. Through an integration of two prevention-focused frameworks, social-emotional learning (SEL) and multitiered system of supports (MTSS), a sustainable foundation of positive prevention can be established and can offer schools a viable alternative to the “wait-and-fail” model that traditionally has been used to identify struggling students. Schools’ efforts can be further strengthened by coordinating and collaborating with community partners, especially those in the mental health and public health fields. Through shared responsibility, a convergence of evidence-based practices, and braiding or blending of resources, the need for high level services can be reduced and the research-to-practice gap can be closed, but only when implementation is guided by implementation science. When these efforts are employed, schools have a prime opportunity to prevent mental illness among adolescents and to intervene early when additional supports are needed instead of waiting until a crisis occurs.