Urgent Need for Change in Mental Health Policies in U.S. Schools
In today's educational landscape, leaders are taking very few steps toward a deep transformation in addressing students' learning, behavioral, and emotional issues. Howard Adelman and Linda Taylor, co-directors of the Center for Mental Health in Schools & Student/Learning Supports at the University of California, Los Angeles (UCLA), emphasize that schools continue to fall short in effectively solving student problems, with existing support systems often being fragmented and ineffective. This situation makes it particularly challenging to provide adequate support in schools with limited resources.
The primary issue is that schools are making only superficial improvements when it comes to addressing learning and behavioral problems. To tackle this situation, it is crucial for educators to reconstruct current intervention frameworks, such as Multi-Tiered Systems of Support (MTSS), to create a comprehensive support system that aligns with students' developmental needs.
Research indicates that student supports, both inside and outside the classroom, should be organized around six key areas: classroom learning support, transition periods, school-family collaboration, crisis intervention, community engagement, and access to special assistance. By adopting this comprehensive approach, the support provided to students can become more effective.
In conclusion, it is stressed that the current minor adjustments are inadequate, and student support within schools must be integrated into all educational policies. This integration is seen as the key to enhancing students' chances of success in school and beyond.