Enhancing Support for Student Mental Health in Schools

TE A C H IN G E xc ep ti o na l C hi ld re n, V o l. 55 , N o . 2 , p p . 8 4 –8 7. C o p yr ig ht 2 0 22 T he A ut ho r( s) . D O I: 10 .11 77 /0 0 4 0 0 59 9 22 11 4 70 8 5 This View From the Field column is the fourth and final installment in a series focused on the roles of key stakeholders in the implementation of effective practices for students with or at risk for educational disabilities. In the first column, Rowe and colleagues (2022) highlighted different roles peers have in supporting the implementation of effective practices for students with or at risk for disabilities (e.g., peer networks, peer-assisted learning strategies). In the second column, Garbacz and colleagues (2022) described different validated strategies useful for enhancing parent collaboration in the implementation of effective practices (e.g., relationship building, motivational interviewing, implementation planning). In the third column, Rousey and colleagues (2022) described important roles community stakeholders (e.g., vocational rehabilitation, transition specialists, employers) have in providing effective transition services for students with disabilities. For this column, we emphasize the importance and timeliness in addressing mental health problems facing students in schools and describe how stakeholders (e.g., school and community mental health professionals, parents) are vital in the implementation of effective practices to support students struggling with internalizing and externalizing problems.