Examining interdisciplinary collaboration within an expanded school mental health framework: a community–university initiative

Abstract

This article describes a pilot study on interdisciplinary collaboration within an expanded school mental health (ESMH) framework using a community–university model in three elementary schools in a high-needs small urban district in the northeastern USA. This 2-year qualitative study explores the experiences of the interdisciplinary team directly involved in implementing this project. The goal of this research was to deepen the current knowledge base about the benefits and challenges of this innovative model by learning from practicing implementers' perspectives. Findings are discussed in terms of literatures relevant to advancing children's educational progress, physical and mental health with an emphasis on the collaborative process. This article also identifies next steps useful to professionals and scholars interested in initiating or studying interdisciplinary collaboration within an ESMH framework using a community–university model.