Building Bridges: The Role of Expanded School Mental Health in Supporting Students with Emotional and Behavioral Difficulties in the Least Restrictive Environment

Abstract

The implementation of the Individuals with Disabilities Education Act (IDEA) affords students with disabilities the right to a free and appropriate public education in the least restrictive environment (LRE). Among students with disabilities, one of the subgroups most frequently placed in segregated restrictive placements is those youth identified as having emotional and behavioral disorders. In this chapter, we assert that expanded school mental health, in coordination with existing school services, provides an opportunity to develop innovative, comprehensive models to meet the needs of students with emotional and behavioral difficulties in the LRE. Below, we briefly present the overall prevalence, costs, and outcomes related to serving youth with emotional and behavioral difficulties. Next, program components associated with effective interventions for this population are presented. These components include the following: (a) effective classroom and school environments, (b) teacher preparation and support, (c) family engagement and support, (d) transition supports, and (e) evidence-based mental health services. We then highlight several programs that utilize some combination of these elements and conclude with a review of current issues related to the advancement of comprehensive models to best meet the needs of students with emotional and behavioral difficulties. Before proceeding with the chapter, a few clarifications are provided. First, while this chapter focuses on students with Emotional Disturbance (ED) or at risk for ED, the concepts presented are also likely to apply to students with emotional and behavioral difficulties in both general and special education programs, regardless of eligibility category. Second, while public schools have the responsibility and liability of providing supports to students to maximize participation in the LRE, it is suggested that these supports may be most effectively delivered through partnerships between education and mental health, based on an explicit, shared agenda which supports system alignment, efficient resource utilization, and ongoing collaboration. Finally, it is recognized that some students may require and benefit from more restrictive placements. While the debate on full inclusion is complex, a balanced approach similar to the perspective of Yell, who articulated that "to make a placement decision that all students will be in the general education classroom is just as illegal as placing all students with disabilities in special schools" is adopted. The purpose of this chapter is to highlight the possibilities for expanded school mental health (ESMH) to contribute to current efforts to enhance the continuum of supports through collaborative partnerships involving students, their families, and the various systems invested in their educational and emotional welfare. To provide a context for the following discussion, the prevalence, costs, and outcomes for students with ED are in the chapter. (PsycINFO Database Record (c) 2015 APA, all rights reserved)