Chapter 2: A University Partnership Model for Equitable Mental Health Services in Public Schools

This chapter explores how supporting graduate students and supervisors can reduce the burden on mental health professionals serving high-needs schools. When resources and staff are stretched thin, school mental health providers are forced to focus all their efforts into Tier 3 supports. With such high numbers of students assigned to so few professionals, burnout is high due to high need and low support. In already high need areas, this added tension directly impacts staff retention and student success. Staff shortage limits availability and ability for supervisors to properly fulfill their duties, leaving supervising incoming school mental health professionals out of the question. Project BEAMS (behavioral, emotional, and mental support for schools) uses federal grants to partner grade schools with universities in order to serve high-need communities. To do this, the program provides stipends to driven students and potential supervisors to increase school mental health staffing. In addition, it provides learning opportunities for them and other staff and integrates existing services to best serve students, emphasizing evidence-based and inclusive practices. Implementing a cares team, teachers, parents, staff, and the district consult and work together to best support students. Using a response to intervention framework, student support is modified according to outcomes. Supporting programs like this one via policy and funding allows for significant and lasting impact to students, trainees, schools, and the community as a whole, especially as it relates to inclusivity and creating safe environments. A case study is provided to outline the process and potential of these programs.