Abstract
The child mental health crisis resulted in US legislative expansions of funding eligibility and access to clinical interventions in schools. In tandem with the movement to decentralize mental healthcare, we argue that schools are well-positioned to adopt place-based health care models. We describe this framework while summarizing the evidence of four priorities outlined in policy documents that promote equitable mental health access. We identify examples of federal and foundation grants aligned with implementation science, robust services, care eligibility, and workforce development. Our theory-informed discussion provides an overview of research and opportunities for school-based interventions promoting child mental health.
Published Version
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