School-Based Screening for Mental Health in Early Childhood

Abstract

Epidemiological data indicate that mental health problems affect approximately 15-25% of school-aged children in the United States (e.g., Roberts, Attkisson, & Rosenblatt, 1998); yet only 20% of youth in need receive mental health services (e.g., Mills, Stephan, Moore, Weist, Daly, & Edwards, 2006). Universal screening, when paired with effective early intervention, can decrease the propensity for future academic difficulties and related problems (Albers et al., 2007; Dowdy, Ritchey, & Kamphaus, 2010; Lane, Oakes, & Menzies, 2010). The current evidence and practice associated with universal screening for mental health problems in schools are discussed in this chapter to serve as a guide for the key processes of planning, implementation and follow up services. This chapter focuses on screening for mental health problems in early childhood (i.e., prior to middle school) using an evidence-based framework for responding to national recommendations for screening, highlighting critical issues at each phase in the process. Emerging areas of research in universal school-based mental health screening and critical implications for future inquiry are also discussed.