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Rising Trends of Mental Health Needs

Among Public-School Students

By Brittany Turner, Janna Brendle, and Robin H. Lock

This study identified trends in mental health needs based on historical, school-based mental
health referrals within a defined school district. Utilizing descriptive, quantitative methods,
the researchers reviewed school-based mental health referrals for specific information and
compared trends that may impact the mental health needs of the district. Results determined
that there was a continuous rise in the overall school-based mental health referrals for students
over the defined 5-year period. Students with a disability under special education and Section
504 were referred for school-based mental health services at a lower rate than their general
education peers. The results suggested that additional training for all educators—including
administrators, counselors, teachers, and other staff—may be necessary to help provide uniform
understanding of signs of mental health needs as well as to improve the utilization of programs
that focus on prevention of mental health needs or conditions. The information will help inform
procedures and policies for serving the mental health needs of all students within the school
setting.

ental health issues are commonly associated with medical emergencies or
Mimpending crises such as suicide but not necessarily considered to be a part of
the everyday workings of the public school. Yet reports of continuing increases in
the mental health needs of school-age children abound. The question remains as to
whether the rise in mental health needs is, in fact, a reality or a perception. Is the rise
in maladaptive behaviors in the classroom indicative of an increase in mental health
issues? If so, are the impacted children already identified as having a disability, or
are they students in the general education population? Because educators frequently
engage in personal contact with students, they can begin identifying and helping
provide preventative care and support early on to promote more successful outcomes.
By utilizing a multi-layer support system across the district, administrators,
counselors, teachers, and staff are in a prime, front-line position to assist in limiting
the effects of serious mental illness. Research supports mental health interventions
at the classroom level to prevent social and emotional problems in children by
helping to modify negative thought patterns while promoting self-regulation (Fazel
et al., 2014). This study identified trends in mental health needs based on historical,
school-based mental health referrals within a specific school district. It sought to
identify the population most in need of mental health services.

Background
In the last decade or so, literature has documented a rise in classroom maladaptive
behaviors, increased rates of support to be successful, and lower academic scores
linked to maladaptive behaviors and/or possible mental health concerns. Lawmakers
and local school districts across the United States report increasing inappropriate
student behaviors—both in terms of the numbers as well as the severity—from
kindergarten through high school. More research is needed to understand the nature
of this rise. Questions remain as to whether it is socially based or if mental health
issues are at work.

20 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators