AI Article Synopsis
- There has been a notable rise in students requiring mental health support, highlighting gaps in timely access to interventions.
- Traditional methods of identifying and addressing these needs rely too heavily on single sources of information, which can limit fairness.
- Multi-informant decision-making offers a more equitable approach, but improvements are needed in identifying students, understanding their specific needs, selecting appropriate interventions, and determining the best implementation contexts.
Article Abstract
There has been a substantial increase in the number of students with mental health needs, yet significant discrepancies exist in access to timely intervention. Traditional gatekeeping to intervention has been the provenance of single information sources. Multi-informant decision-making is a promising mechanism to improve equitable access. However, critical advancements are necessary to improve decision-making relating to (a) who is identified, (b) what type of need is determined, (c) the type of intervention necessary, and (d) where or under what circumstances to implement the intervention. We review critical components of effective mental health decision-making, contributors to inequities in school mental health services, and offer future directions for research and practice to increase equitable student outcomes.
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| http://dx.doi.org/10.1016/j.jsp.2024.101310 | DOI Listing |
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