The Top Ten List

ORGANIZATIONAL CONDITIONS FOR EFFECTIVE

SCHOOL MENTAL HEALTH

Self-Reflection

How Concerning?How Important?Top 3 Concerns…

Research in Organizational Conditions

Implementation Science (e.g., Fixsen et al.) Getting to Outcomes (e.g., Wandersman et al.) School-Wide Positive Behavior Support (e.g., Sugai et al.) Expanded School Mental Health (e.g., Weist et al.) REACh Framework (e.g., Kratochwill et al.) Knowledge Translation and Exchange (e.g., Barwick et al.)

Navigating system changeIs like behavior change with individuals – it occurs with persistent nudges

Top 10 List of Conditions

1. Commitment2. School Mental Health

Leadership Team3. Clear & Focused

Vision4. Shared Language5. Assessment of Initial

Capacity

6. Standard Processes7. PD Protocols8. School Mental Health

Strategy / Action Plan9. Broad Collaboration10. Ongoing Quality

Improvement

Self Reflection Where is your board currently,

TODAY, along each of the conditions…

Feel free to discuss, leave blank… Not handed in…

Commitment

Condition ONE

Board leaders view child and youth mental health as a priority, and communicate this through action

Board leaders commit to Tiered Support Model Help board staff to understand the rationale for

the model, emphasizing the focus in schools on mental health promotion and prevention and the need to work with community partners for help with students with significant mental health concerns

Board leaders consistently attend community liaison meetings and internal MH team meetings

Board leaders provide visible, strategic and tangible support for needed infrastructure, resources, staffing

Tiered Support in Systems of Care

Universal Evidence-BasedMental Health Promotion, Social-

Emotional Learning

Targeted Evidence-Based

Prevention

E-B ClinicalIntervention

Evidence-Based Clinical Intervention

Targeted Evidence-Based Prevention

Universal E-B Mental Health Promotion

Community

School DistrictsIm

plementation Focus

School Mental Health Leadership Team

Condit

ion TWO

Board has a multidisciplinary, multi-layered mental health leadership team

All of the right people are at the table (in terms of expertise, influence, relationships, representation)

Parent and youth voice are critical Team has meaningful liaison with community

partners Team is focused on vision-setting, leadership,

collaboration, strategy/program selection, problem-solving

Clear and Focused Vision

Conditi

on THREE

Board has shared, realistic goals Vision is aligned with AOP, BIPSA,

Strategic Directions Vision is aligned with key principles in

school mental health (e.g., preventive, linked with instruction, evidence-based, connected with partners at home and school, strong use of data)

Vision and goals are created collaboratively

Vision is the basis for decision-making

Shared Language

Condition

FOUR

The Board Vision for school mental health is communicated clearly across the organization

Foundational knowledge about student mental health is conveyed

Terms are defined consistently Where differences in language occur

(e.g., across sectors), there is translation Use of early identification tools can be

helpful for finding common ways to speak of problem areas

Assessment of Initial Capacity

Condition

FIVE

Assessment data informs the development of the board mental health strategy

Before setting priorities, an assessment of organizational strengths, needs, and resources (resource mapping) can be very helpful

This assessment includes a scan of resources, in the form of people, processes, and programs

Staff and student voice data can deepen understanding of needs

Standard Processes

Condition SIX

Board has standard processes for school mental health: Who does what (role clarification) Selection of school and classroom

evidence-based programs Delivery of training and coaching on

programs and strategies Standards and tools for monitoring

progress Partnerships with community Pathways to service

Protocols for Professional Development

Conditi

on SEVEN

Board has a systematic approach to capacity building in mental health and well-being that includes: Mental Health Awareness for

all Mental Health Literacy for

those most closely involved with students

Mental Health Expertise for those delivering specialized assessment & intervention services

High quality training protocols, delivered by an engaging expert

Job-embedded, with ongoing coaching

Tools + Training + Technical Assistance + Quality Assurance

Mental Health Strategy / Action Plan

Conditi

on EIGHT

The Board Mental Health Strategy is aligned with system goals

The Strategy is founded on evidence-based practices in school mental health

The Strategy is tailored to local context and data with respect to board needs and strengths

The Strategy is focused on measureable outcomes An implementation support plan is clearly

articulated

Broad Collaboration

Condition

NINE

The Board has several established platforms for dialogue and collaboration: Across departments and schools in the

organization With community and health agencies With universities and other research

organizations With parents With students With other boards

With government

Ongoing Quality Improvement

Condition TEN

The board has a system of ongoing quality improvement, that includes measurement:

Of program / strategy implementation

Of teacher perceptions and knowledge

Of student perceptions and knowledge

Of student outcomes

Support Your Superintendent / Director Your Board MH Team, MH Professionals SMH ASSIST team, and especially your

coach, are here to help you to establish these conditions in your board over time

THANK YOU!