Perceptions of K-12 Student Behavioral Health Needs Among School Mental Health Professionals

Abstract

Youth who experience mental and behavioral health challenges endure more adversity and face poorer outcomes compared to their unaffected peers. Many youth experiencing these challenges go undiagnosed and without any treatment or support, which can lead to maladaptive behaviors and lifelong disadvantages. School is one of the most common settings in which youth access behavioral health services. Aside from the accessibility aspect, school mental health services support early identification and intervention for behavioral health concerns, foster collaboration between student support systems, promote increased awareness and self-help-seeking behaviors among students, and reduce racial disparities in mental health service access. Throughout the world, school social workers have been found to play an integral role in supporting student mental well-being through evidence-based interventions, training, and a holistic framework that fosters collaboration between school, home, and community supports. In Washington State, school social work services are regularly misunderstood and underutilized. The current study investigates the perceptions of school mental health professionals who hold Master of Social Work degrees, regarding the prevalence of various behavioral health concerns facing students in Washington State K-12 public schools. Results show that anxiety and stress are perceived as the most prevalent behavioral health concerns that students present to school mental health professionals for, and that attachment issues and resource insecurity are leading issues influencing students' support seeking behavior. Further, implications are discussed regarding the use of social work professionals in schools and their potential to support complex student behavioral health needs.