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disabling conditions, and purpose for the referral. To maintain confidentiality, all
identifiable information was removed. Grade levels, gender, and the referral reason
were analyzed. The researchers employed a frequency count to track the remaining
number of referrals within each studied demographic. Table 2 depicts the frequency
count of gender within the school-based mental health referrals.

Table 2
Gender of School-based Mental Health Referrals

School Year Female Male
2015–2016 46 96
2016–2017 57 98
2017–2018 48 117
2018–2019 42 135
2019–2020 41 151

Further data analysis included an independent samples t-test analyzing gender
differences among school-based mental health referrals. A significant difference
existed in the number of male students (n = 597, M = 119.40, SD = 23.74) and
female students (n = 234, M = 46.80, SD = 6.38) referred for school-based mental
health, t (831) = 5.62, p=0.005.
In addition to studying the gender of student referrals, examination of grade
bands determined if more elementary (kindergarten–Grade 4), middle (Grade 5–
Grade 8) or secondary (Grade 9–Grade 12) students were referred. The analysis
noted a visible difference in the numbers of students referred within the elementary
grades versus those in higher grades (Grade 5–Grade 12). Referrals for elementary
students (n = 443) occurred around twice as often as those for older students (middle
grades n = 182 and secondary grades n = 206).
The final component reviewed during the analysis of demographic information
was the referral reason. The referring party chose one of six options to describe why
a student needed school-based mental health services. These included academic,
behavioral, social, emotional, familial, or other. The Figure provides a look at each
school year broken down by referral reason and totaled per reason for analysis.

Figure
Total of All Referrals by Reason

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