This paper aims to explore the implementation and outcomes of the SPIRSS project, a school-university partnership (SUP) designed to address mental health service shortages in rural areas. The project aims to increase the availability of school-based mental health providers and services by placing trained school psychology graduate students in high-need rural schools. By leveraging the principles of Collective Impact, the SPIRSS project seeks to create sustainable, systemic changes in the delivery of rural school-based mental health services.
A mixed-methods evaluation approach was employed, including formative and summative assessments of project objectives. Data were collected from school screening tools, supervisor surveys and pre-post intervention measures and analyzed to assess the impact on student outcomes and professional training.
The SPIRSS project has generated significant benefits for both the participating rural schools and the university involved in the partnership. The project has significantly improved student emotional well-being and personal adjustment. The project also increased the number of school-based mental health service providers in partner rural schools, surpassing initial employment targets. The partnership has provided valuable hands-on training opportunities for school psychology graduate students, enhancing their clinical and consultation skills, and has exposed students to diverse and challenging environments, better preparing them for professional roles in underserved areas.
The SPIRSS project demonstrates that SUPs are a powerful tool for addressing complex community challenges. By leveraging the strengths of both entities, such collaborations can create meaningful and lasting changes in service delivery and professional preparation. The success of this project highlights the potential for similar initiatives to be replicated in other regions facing similar challenges. As schools and universities continue to explore collaborative models, the lessons learned from the SPIRSS project can inform future efforts to improve the mental health and well-being of students in underserved communities.
The project demonstrates a viable model for addressing mental health service shortages in rural schools. By integrating school psychology graduate students into the educational system, schools can enhance their capacity to meet student mental health needs, improve academic outcomes and foster a supportive school climate.
This paper presents a unique application of the Collective Impact framework in the context of school mental health services. The SPIRSS project highlights the potential of collaborative, systemic approaches to create sustainable improvements in underserved areas, offering a replicable model for similar initiatives in other regions facing mental health service shortages.
Mental health is a fundamental aspect of overall well-being, shaping how individuals think, feel and act throughout their lives. For children and adolescents, good mental health is essential for healthy emotional and social development and academic success (Alzahrani et al., 2019; Roeser & Eccles, 2014). Unfortunately, mental health issues among young people are common, with one in five school-age children in the United States of America experiencing a diagnosable mental health or substance use disorder (Shatkin, 2024). These conditions, if left untreated, can lead to adverse outcomes such as poor academic performance, absenteeism, strained peer relationships and an increased risk of dropout and involvement in the juvenile justice system (Merikangas et al., 2010). Furthermore, research indicates that rural youth are more likely to experience depression, anxiety and substance use disorders than their urban peers, and they face significantly higher risks of suicide (Fontanella et al., 2015; Ivey-Stephenson et al., 2017). Children and youth living in rural areas face distinct mental health challenges compared to their urban counterparts (Graves et al., 2023).
Barriers to mental health care in rural areas
Rural children and adolescents face numerous barriers to accessing mental health care, including geographic, economic and cultural obstacles. Geographic isolation means that many rural communities are located far from mental health providers, requiring families to travel long distances to access services (Smalley & Warren, 2012). Even when services are available, they are often limited in scope and capacity. For example, many rural areas are designated as Health Professional Shortage Areas (HPSAs) for mental health, indicating a critical lack of providers relative to the population's needs (HRSA, 2020).
Economic barriers further complicate access to care. Rural families typically have lower incomes and higher rates of uninsured individuals, which can make it difficult to afford mental health services even when they are available (Bolin & Gamm, 2010; Lazar & Davenport, 2018). Schools in rural areas often operate with smaller budgets than their urban counterparts, limiting their ability to hire and retain mental health professionals (McBain et al., 2019). These financial constraints mean that rural schools are less likely to offer comprehensive mental health programs, leaving many students without the support they need.
Cultural factors, such as stigma and a preference for self-reliance, also play a significant role in shaping mental health service utilization in rural communities. In many rural areas, mental health issues are not openly discussed, and seeking help may be viewed as a sign of weakness (Anderson et al., 2017; Boydell et al., 2006). This stigma can prevent students and families from seeking assistance, even when they recognize that a problem exists. Additionally, the lack of anonymity in small communities can deter individuals from accessing services due to concerns about confidentiality and judgment from others (Stewart et al., 2015).
Rural school-based mental health services
Schools play a critical role in addressing these mental health needs, particularly through the adoption of multi-tiered systems of support (MTSS). As primary sites of socialization and learning, schools are uniquely positioned to identify and support students struggling with mental health challenges (American Academy of Pediatrics, 2004; Duong et al., 2021; Marsh & Mathur, 2020). MTSS provides a framework for identifying and addressing the diverse academic, behavioral and social-emotional needs of students through a continuum of interventions (Condliffe et al., 2022; Sugai & Horner, 2009). This approach is especially vital in rural schools, where resources are limited and effective allocation is crucial. Tiered interventions within MTSS ensure that all students have access to universal supports, while those with greater needs receive targeted or intensive services delivered by school psychologists, counselors and social workers. These professionals not only provide direct interventions but also play a pivotal role in training teachers and staff to implement classroom-level supports. Research has consistently shown that integrating mental health services into the school environment can significantly improve academic outcomes, reduce behavioral problems and increase the likelihood that children will receive the necessary care (e.g. Atkins et al., 2010; McGorry et al., 2022; Stephan et al., 2015).
Despite the potential of MTSS to enhance service delivery, rural schools face significant challenges in implementing this framework. Staffing shortages, insufficient training and limited funding constrain the capacity of schools to deliver effective tiered supports (Graves et al., 2023; McBain et al., 2019). Additionally, rural schools are less likely than urban schools to conduct mental health assessments, further limiting their ability to identify and address student needs. Specifically, mental health assessments in public schools are implemented in just over 50% of public schools, yet rural schools were reported to be 19% less likely to offer these assessments compared to urban schools (Graves et al., 2023). This disparity in service provision has significant consequences for the mental health and educational outcomes of rural students, who are more likely to experience untreated mental health conditions and associated negative outcomes (Eberhardt & Pamuk, 2004). The absence of adequate mental health support in schools exacerbates these issues, contributing to poor academic performance, behavioral problems and negative long-term outcomes.
School-university partnerships and Collective Impact as promising solutions
Rural communities in Kansas are characterized by limited access to mental health services and shortages of school-based mental health service providers, including school psychologists. This can lead to overwhelming workloads, staff burnout and high turnover rates. One promising approach to addressing these systemic challenges is through the establishment of intentional school-university partnerships (SUPs). These partnerships are grounded in collaborative frameworks where universities and schools work together to address shared goals, such as improving mental health services and addressing workforce shortages (Bates et al., 2024; Jenkins et al., 2023; Sanders & Harvey, 2002). Recent studies demonstrate that SUPs can enhance professional development, expand access to evidence-based practices and build the capacity of schools to implement systemic interventions like MTSS (Betlem et al., 2019; Eagle et al., 2015; Swick et al., 2022). Universities provide expertise in training and supervision while offering practical support in areas such as data collection, program evaluation and intervention development (Miller et al., 2021).
For rural schools, SUPs have shown transformative potential. Universities address workforce shortages by embedding graduate trainees in schools, providing immediate relief for staffing gaps while fostering sustainable pipelines of trained professionals (Bates et al., 2024). Such partnerships allow rural schools to overcome geographic and economic barriers by accessing university resources and expertise, ensuring even remote communities can benefit from high-quality mental health services (Bruns et al., 2016; Helm et al., 2010; Jenkins et al., 2023; Swick et al., 2022). Additionally, SUPs strengthen MTSS implementation by equipping schools with the tools and training necessary to deliver tiered supports effectively, ensuring systemic alignment and fidelity (Fixsen et al., 2021).
The School Psychology Partnerships to Increase Rural School-Based Services (SPIRSS) project exemplifies the potential of SUPs to address these challenges. Grounded in the principles of Collective Impact (Kania & Kramer, 2011), the SPIRSS project leverages school-university collaboration to mitigate mental health disparities in rural Kansas. By embedding graduate trainees in rural schools, the project not only provides immediate mental health support but also builds capacity for long-term systemic change. Graduate trainees, under university supervision, deliver services aligned with MTSS frameworks, ensuring interventions are evidence-based, culturally responsive and contextually relevant (Smith et al., 2023).
Moreover, the SPIRSS project demonstrates how SUPs can go beyond addressing workforce shortages to foster systemic improvements in school culture and capacity. By integrating MTSS with SUPs, the project empowers rural schools to implement sustainable, scalable solutions to their unique mental health challenges. Recent findings indicate that partnerships like SPIRSS can increase student engagement, improve social-emotional outcomes and enhance staff retention in rural schools (Lambert et al., 2020). These outcomes underscore the value of intentional collaborations between universities and schools in addressing systemic challenges and promoting equity in access to mental health services.
Purpose and research questions
This article aims to highlight the Collective Impact of the SPIRSS project during its first 18 months of implementation. Drawing on findings from an ongoing mixed-methods evaluation, it showcases the outcomes achieved thus far. The evaluation process is guided by two key research questions:
- (1)
What is the impact of individualized mental health intervention support provided by school psychology graduate students on the emotional and behavioral outcomes of K-12 students in rural, high-need schools?
- (2)
How effectively does the SPIRSS project address the shortage of school-based mental health professionals in rural schools by promoting the employment of trained graduates in high-need settings?
Grounded in the principles of Collective Impact, the SPIRSS project aims to foster sustainable, systemic changes in the delivery of school-based mental health services for rural communities.
Overview of the SPIRSS project
The SPIRSS project is a five-year federally funded project with the goal of partnering with schools in rural areas of Kansas to train school psychologists for employment in rural, high-need schools and to help meet the mental health needs of K-12 children and youth. The project is supported by a multidisciplinary team made of university faculty and K-12 school members. The project director, project clinical supervisor, project coordinator and project evaluator are all university faculty members. The project director is an associate professor of school psychology and plays a crucial role in overseeing administrative operations, managing the budget and ensuring compliance with grant reporting requirements. The project clinical supervisor is an assistant professor of school psychology and ensures the integrity of mental health services provided by graduate students, supervising their work to meet licensure requirements. The project coordinator is an assistant clinical professor of school psychology and manages the day-to-day logistics, facilitating communication and coordination with partner schools. These project staff members, who are also university educators, actively engage in capacity-building efforts with school personnel, providing professional development and consultation to strengthen local mental health services and promote sustainability beyond the project’s duration. Lastly, the project evaluator is an associate professor of special education and associate dean for research and assessment. Her team is responsible for assessing the project’s alignment with federally mandated grant standards by evaluating its priorities, objectives, and outcomes.
A key component of the SPIRSS project is the involvement of K-12 school site liaisons. These professionals, employed by the partnered schools, act as vital links between the schools and the SPIRSS team. They are paid an additional stipend by the grant to assist with the facilitation of systems-level assessments, provide data to inform the project’s activities and ensure that implementation aligns with the specific needs of each site. Beyond this core team, the project also benefits from the contributions of graduate research assistants, administrative staff and school psychology practicum students who play integral roles in executing the project’s goals.
The SPIRSS project focuses on increasing the number of school-based mental health service providers and services in rural areas of Kansas. The project offers tailored training and consultation for school staff and direct services for students in three partnered rural school districts. Specifically, support is provided to help staff implement an integrated multi-tier system of support (MTSS) framework for delivery of tiered school-based mental health services. The model includes an MTSS for proactive mental health promotion and early identification of issues. Effective implementation relies on data monitoring, evidence-based practices and strong leadership (Hoover et al., 2019). Within this framework, school psychology graduate students are placed in partner schools to provide the following services: (1) individual and group therapy, (2) behavior consultation, (3) psychoeducational evaluations and (4) care coordination and safety planning with families and schools for students identified with self-harming and/or suicidal behaviors.
Implementing universal screening and benchmarking within an MTSS framework allows for systematic identification and support of students at varying levels of need. This proactive approach ensures that all students receive appropriate interventions, with more intensive support provided to those at higher risk. The MTSS framework promotes early identification, efficient resource allocation and continuous monitoring, enhancing the overall effectiveness of mental and behavioral health services in schools (National Center for School Mental Health, 2023).
As part of the SPIRSS project, K-12 students are identified, assessed and placed into proper services using a multi-gated screening model. Initially, schools administer a social-emotional screener, such as the Social, Academic and Emotional Behavior Risk Screener (SAEBRS), three times per year. The universal screener (i.e. SAEBRS) provides scores across social, academic and emotional behavior domains, alongside an overall risk score, aligned with national percentile norms. Following this stage, the SPIRSS team collaborates with school personnel and parents/guardians to determine whether additional assessment or treatment is warranted. For students identified as at-risk, parental or guardian consent is obtained before proceeding to the next phase for further assessment and possible treatment.
Students requiring further evaluation undergo targeted assessment using the Behavioral Assessment System for Children, Third Edition (BASC-3). This is a comprehensive rating scale, completed by parents, teachers or the students, that assesses social, emotional and adaptive functioning relative to age-matched peers. The BASC-3 provides norm-referenced scores and highlights specific areas of concern, including externalizing problems (e.g. hyperactivity, aggression and conduct issues), internalizing problems (e.g. anxiety, depression and somatization), school-related difficulties (e.g. attention and learning problems) and adaptive skills (e.g. functional communication, social skills and adaptability) (Reynolds & Kamphaus, 2015). Lastly, students who score within the clinical range in one or more areas of the BASC-3 are assigned to school psychology graduate students to receive individualized school-based mental health services.
Method
To evaluate the overall effectiveness and impact of the SPIRSS project, the external evaluation team conducts ongoing formative and summative evaluation utilizing objective performance measures to triangulate data on the intended project outcomes. The evaluation process is guided by the following research questions:
- (1)
What is the impact of the individualized mental health intervention support provided by school psychology graduate students on the emotional and behavioral outcomes of K-12 students in rural, high-need schools?
- (2)
To what extent does the SPIRSS project address the shortage of school-based mental health professionals in rural schools by ensuring employment of trained graduates in high-need settings?
Formative evaluation activities are designed to ascertain and improve the project’s successful attainment of stated project objectives and focus on assessing the quality of training and outreach activities. Summative activities assess the degree to which the stated objectives are attained, including the impact of school-based mental health services on K-12 students, increased number of quality school-based mental health service providers in high-need rural schools, increased employment of school psychologists in rural schools and increased number of school psychologists from diverse backgrounds in rural schools. The evaluation research shared as part of this article were conducted following approval from the University Institutional Review Board (IRB Approval #5366) and complied with all ethical standards for research involving human subjects.
Data collection
Program evaluation data are collected through various means and multiple methods to ensure comprehensive assessment. Quantitative data sources include electronic site supervisor surveys, school-level screening data, BASC-3 pre-and post-scores, the Treatment Perceptions Survey (Youth) and placement and service logs. Qualitative data are collected through focus groups and individual interviews with school psychology graduate schools and field observations.
Analytic strategies
The project’s external evaluation team employs a mixed-methods approach to analyze both quantitative and qualitative data, to provide a more complete and nuanced understanding of the SPIRSS project’s impact. This approach allows the evaluation team to explore both statistical patterns and contextual insights (Creswell & Plano Clark, 2018; Tashakkori & Teddlie, 2010). Data are analyzed iteratively and continuously to inform project decisions, refine activities and address emerging needs in real time. Quantitative data are analyzed using both descriptive and inferential statistical techniques. Thematic analysis is used to analyze qualitative data, enabling the identification of key themes and patterns across focus group transcripts, interviews and field observations. Triangulations with quantitative findings are conducted to validate themes and provide deeper insights into evaluation results.
Data are analyzed and reported on an ongoing basis and shared with project staff and stakeholders to support continuous improvement. Analyses are iteratively refined, ensuring that results inform project decisions and identify areas for enhancement in real time (Nowell et al., 2017). Specifically, evaluation data are leveraged to demonstrate the project’s impact on partner schools, the professional development of school psychology graduate students and the mental health outcomes of the K-12 students served.
Rural high-need partner schools
The SPIRSS project began working with Partner Local Education Agency (LEA) 1 in year 1 (January 2023) and will continue this partnership through the duration of the grant (year 5). Partner LEA 1 is in the South-Central Region (Region III) of the state. The district serves five small towns from a 718-mile radius. The primary work industries include ranching, agriculture, oil and gas-related fields. The school district is small with 450 students between 2 buildings (208 Jr/Sr high and 242 elementary schools). Like many rural districts, Partner LEA 1 has one full-time school psychologist that is employed through a cooperative. The National Association of School Psychologists recommends one full-time school psychologist for 500 students. Partner LEA 1 has one school psychologist part of the time that only comes to provide services one to two days a week. The district also has one school counselor to serve all 450 students. Of the 450 students, 41.9% are reported to be economically disadvantaged and 24.6% are reported to currently have an Individualized Education Program (IEP).
The SPIRSS project began working with Partner LEA 2 in year 2 (January 2024) and will continue this partnership through the duration of the grant (year 5). This district is also in the south-central region of the state. The district is in a rural town with only 217 students being served in one K-12 building. The district has an alarmingly high rate of socially disadvantaged students at 63%. The district has access to a school psychologist through a co-op; however, the school psychologist is only on site 1–2 days a week and is also the school psychologist for two other districts. Sharing a school psychologist through a co-op is a trend within rural districts as an attempt to meet students' mental health needs.
The SPIRSS project began working with Partner LEA 3 in year 3 (January 2025) and will continue the partnership through the duration of the grant (year 5). Partner LEA 3 is the furthest school from the university. The district is also located in a small rural town and has a total of 196 students (85 Jr/Sr high and 111 elementary schools). The district does not have a resident school psychologist. They share a school psychologist with two other districts who works in the Partner LEA 3 schools only 1–2 days a week. There is one school counselor for the entire district. The district has a high percentage of ethnically diverse students at 43.4% with 34.7% Hispanic and 8.7% African American. Furthermore, 15.5% of students were reported to be English Language Learners (ELL). This school will offer unique training experiences for graduate students to practice skills working with ELL students and help the district organize a structure to implement long-term solutions to support the mental wellness of ELL students.
School-based mental health services provided by school psychology graduate students
To date, a total of 16 school psychology graduate students have been placed in partner schools to provide school-based mental health services. Specifically, eleven students have been placed at LEA 1, while five students have been placed at LEA 2. These placements enabled the provision of a comprehensive range of tailored interventions designed to meet the diverse mental health needs of students in these rural communities. The services provided included (1) individual therapy sessions, (2) group services, (3) behavioral consultations, (4) psychoeducational evaluations and (5) care coordination and safety planning for students identified with self-harming and/or suicidal behaviors. Table 1 outlines the specific number of students who accessed each type of service, illustrating the significant reach and impact of the SPIRSS project across the partnered schools.
Distribution of mental health services provided to students at LEA 1 and LEA 2 (n = 89)
| LEA 1 (n = 56) | LEA 2 (n = 33) | |
|---|---|---|
| Individual therapy sessions | 46 | 27 |
| Group services | 8 | 3 |
| Behavioral consultation | 3 | 3 |
| Psycho educational evaluation | 8 | 3 |
| Care coordination/safety planning | 7 | 2 |
| LEA 1 (n = 56) | LEA 2 (n = 33) | |
|---|---|---|
| Individual therapy sessions | 46 | 27 |
| Group services | 8 | 3 |
| Behavioral consultation | 3 | 3 |
| Psycho educational evaluation | 8 | 3 |
| Care coordination/safety planning | 7 | 2 |
Note(s): Some students received more than one service type
Source(s): Authors' own creation/work
Results
To illustrate the Collective Impact of the SPIRSS project, the subsequent sections present findings derived from data collected during the initial year and a half of the project’s implementation phase (January 2023-June 2024). These findings are categorized based on the impact of the project’s initiatives, as outlined below.
Implementation of a comprehensive school-wide framework for systematic identification and monitoring of K-12 student mental health needs
Prior to the SPIRSS project, the partner LEAs did not have a structured, data-driven approach to identifying and supporting students’ mental health needs. Mental health concerns were primarily addressed reactively, based on observable crises or teacher referrals, rather than through proactive and systematic screening. This lack of a formalized system often resulted in inconsistent identification of students requiring support and inadequate intervention strategies.
To address this gap, SAEBRS and the MySAEBRS self-report tool have been integrated into partner LEAs to systematically identify students requiring tiered mental health support. This integration is part of a broader school-wide MTSS framework, aimed at early identification and intervention for K-12 students with mental health needs. The ability to analyze screening data at a systems level has empowered school personnel to assess the efficacy of their interventions.
SAEBRS and MySAEBRS are administered at the beginning of each semester and compared across semesters to evaluate the effectiveness of school-wide practices and interventions in addressing the mental health needs of students. It is anticipated that approximately 80% of students will respond adequately to Tier 1 or universal supports, 15% will require Tier 2 or targeted mental health support and 5% will necessitate Tier 3 or individualized mental health interventions.
SPIRSS project staff analyze SAEBRS data to determine which students require further assessment to ascertain eligibility for individualized mental health support. Students scoring within the Tier 3 range on the social and/or emotional subscale, or within the Tier 2 range on multiple subscales, are referred for further evaluation through administration of Behavioral Assessment System for Children (BASC-3) by a school psychology student. Those scoring in the clinically significant range on the BASC-3, or in the “at-risk” range on three or more subscales, qualify for Tier 3 services. Such students are assigned to a school psychology graduate student who provides individualized mental health services under the supervision of a faculty member who is also a licensed clinical psychologist.
In the first 18 months of implementation, a total of 73 K-12 students have been identified for individualized mental health support. An additional partner, LEA, will join the project in Year 3, further expanding the project's reach.
K-12 student outcomes
To evaluate the effectiveness of the individualized mental health intervention support provided by school psychology graduate students, the Behavior Assessment System for Children 3rd Edition, Self-Report of Personality (BASC-3 SRP), was administered to students between the ages of 8–18. The Pediatric Symptoms Checklist was administered to five students who were under the age of 8. Due to student absence and other data collection challenges, data were able to be collected at both time points for 39 students who were administered the BASC-3 and 2 students who were administered the Pediatric Symptoms Checklist. Table 2 shows the results of the analysis conducted to examine changes in student performance across the five psychological subscales of the BASC-3. The pre-test and post-test mean scores were analyzed to assess the impact of the intervention, while statistical tests were conducted to determine the significance and effect size of the observed changes. The results show statistically significant differences between internalizing problems, emotional symptoms index and personal adjustment from pre- to post-intervention. These findings suggest that the individualized mental health support that school psychology graduate students provided students had a meaningful impact on improving emotional well-being, overall adjustment and social functioning and reducing internalizing problems, such as anxiety and depression.
BASC-3 SRP t-test results
| PRE | POST | t (36) | p | Cohen’s d | |||
|---|---|---|---|---|---|---|---|
| M | SD | M | SD | ||||
| School problems | 59.70 | 10.75 | 58.10 | 10.15 | −1.73 | 0.095 | 0.16 |
| Internalizing problems | 62.38 | 12.34 | 55.29 | 12.06 | −3.57 | 0.000 | 0.37 |
| Inattention/hyperactivity | 61.35 | 11.92 | 58.02 | 11.47 | −1.35 | 0.181 | 0.13 |
| Emotional symptoms index | 61.22 | 11.71 | 55.24 | 11.89 | −3.62 | 0.000 | 0.38 |
| Personal adjustment | 38.91 | 15.72 | 42.54 | 13.23 | 3.30 | 0.002 | 0.34 |
| PRE | POST | t (36) | p | Cohen’s d | |||
|---|---|---|---|---|---|---|---|
| M | SD | M | SD | ||||
| School problems | 59.70 | 10.75 | 58.10 | 10.15 | −1.73 | 0.095 | 0.16 |
| Internalizing problems | 62.38 | 12.34 | 55.29 | 12.06 | −3.57 | 0.000 | 0.37 |
| Inattention/hyperactivity | 61.35 | 11.92 | 58.02 | 11.47 | −1.35 | 0.181 | 0.13 |
| Emotional symptoms index | 61.22 | 11.71 | 55.24 | 11.89 | −3.62 | 0.000 | 0.38 |
| Personal adjustment | 38.91 | 15.72 | 42.54 | 13.23 | 3.30 | 0.002 | 0.34 |
Source(s): Authors' own creation/work
Effect sizes, as measured by Cohen’s d, provide additional context for the magnitude of these changes. While small, the effect sizes for internalizing problems (d = 0.37), emotional symptoms index (d = 0.38) and personal adjustment (d = 0.34) indicate meaningful improvements in these areas. These values suggest that the intervention, although of limited duration, contributed to observable changes in students’ psychological well-being. For school problems (d = 0.16) and inattention and/or hyperactivity (d = 0.13), the effect sizes were smaller and not statistically significant, indicating that more targeted or prolonged interventions may be necessary to address these domains effectively. The observed effect sizes align with existing research in school-based mental health interventions, where moderate improvements are often achieved within the constraints of a single semester.
Impact on professional training and school psychology student preparation
The collaboration with high-need LEAs has enhanced the school psychology graduate program by providing high-quality field experiences in diverse educational settings. These placements are carefully structured to prepare students to work in high-need schools and communities distinct from their own, thereby enriching their training experience. As of 2024, a total of 16 school psychology practicum students have been placed in rural partner schools, where they provide a range of mental health services that the schools would not otherwise have the capacity to offer. All graduate students receive compensation for their practicum service hours.
Field placements have enabled graduate students to gain firsthand experience addressing the complex needs of high-need schools. Analysis of focus group data revealed insights related to the impact field placements had on the professional training and preparation of school psychology students. For example, many students reflected on the transformative nature of these placements, emphasizing how the experience has expanded their professional competence. One student noted, “[I] built relationships with staff there. They were able to trust me more, and if they had questions, they would stop and ask me things.” Another explained, “The kid built a relationship with me and really enjoyed seeing me.” These experiences underscore the importance of relationship-building in delivering effective mental health services in underserved settings.
In addition to fostering interpersonal skills, the placements have exposed students to the realities of providing services in high-need rural schools, including challenges related to time constraints and balancing multiple responsibilities. One student remarked, “The psycho ed evaluation is really hard to do when you are there one day a week, trying to get all the testing done.” Another shared, “That’s why I came in today. I just don’t have enough time to get all this done with the three kids I’m seeing for counseling, plus this evaluation and our social skills groups.” These reflections highlight the unique demands of working in high-need settings, emphasizing the importance of preparation and adaptability.
Graduate students also commented on how their fieldwork experiences helped them develop a deeper understanding of the unique needs of high-need schools and the value of evidence-based practices. One student stated, “We used the SAEBRS to identify the students that we were working with,” reflecting on the importance of systematic identification of student needs. Another emphasized the impact of evidence-based interventions, sharing, “There were some pretty major changes, like positive changes in their depression, from the beginning of the semester until the end. So, I was like, Thank God, I didn’t screw them up.”
Despite these challenges, students widely expressed gratitude for the field experiences and acknowledged the value of their preparation. One student noted, “Overall, I do feel like my coursework prepared me well for this, and I’m very, very thankful for this experience.” Another reflected on the long-term impact of these experiences, sharing, “It was definitely a good learning experience.”
However, the field experience also helped graduate students identify areas for improvement in the program’s preparation for high-need placements. Several students identified a need for more coursework focused on counseling younger children. One student explained, “We needed to talk [with our supervisor] a lot about doing Cognitive Behavioral Therapy (CBT) with younger kids, because in all of our counseling classes… they tailored to counseling adults, which isn’t helping us here at all.” Another echoed this sentiment, stating, “If there was a counseling class specifically for school psych students, where we worked on techniques for counseling with younger students, that’d be super helpful.”
Through these partnerships with high-need LEAs, the program has provided students with a comprehensive and challenging training experience that not only prepares them for future careers but also directly benefits the schools and communities they serve. By working in high-need schools, students gain the skills and insights necessary to address the unique challenges of underserved communities, ultimately contributing to their professional readiness and the overall effectiveness of the program.
Impact of graduate placements in high-need schools: addressing mental health service gaps
The SPIRSS project aims to address the critical shortage of mental health professionals in high-need schools by ensuring that at least 80% of its graduates secure employment in these settings. As of June 2024, 88% of school psychology graduates have been hired to work in high-need schools, surpassing the project's initial target. This achievement highlights the effectiveness of the program in not only preparing students for roles in challenging environments but also in meeting the urgent demand for qualified mental health professionals in underserved areas.
Filling these high-need positions has had a transformative Collective Impact on both the schools and the broader community. Graduates bring specialized skills in assessment, intervention and consultation, which are essential for addressing complex student needs that often go unmet in resource-limited settings. Their presence helps to build a sustainable support system within the schools, improving overall student outcomes, reducing disciplinary incidents and enhancing the academic and social-emotional climate.
Moreover, by working in high-need areas, graduates contribute to reducing the disparities in access to mental health services, providing critical support to students who might otherwise lack access to such resources. This also has a ripple effect, as the integration of well-trained mental health professionals into school settings encourages a culture of mental health awareness and proactive intervention among school staff and the community.
The success of placing graduates in high-need schools not only fulfills an immediate staffing need but also fosters long-term partnerships between the university and local education agencies. These partnerships facilitate continuous professional development and support for graduates, enhancing their retention in these positions and their ability to make a sustained impact. Consequently, the SPIRSS project is not just addressing current gaps in mental health services but is also contributing to the development of a more resilient and well-supported educational workforce in rural and high-need areas.
Discussion
Findings from the implementation of the first 18 months of the SPIRSS project underscore the significant potential for Collective Impact when schools and universities collaborate to address complex educational and community challenges. The SPIRSS project exemplifies how strategic partnerships between academic institutions and local education agencies can effectively mitigate the shortage of mental health professionals in rural areas and improve the overall well-being of K-12 students.
Rural youth are particularly vulnerable to mental health issues such as depression, anxiety and substance use disorders, and they have a higher risk of suicide compared to their urban counterparts (Fontanella et al., 2015; Ivey-Stephenson et al., 2017). Geographic isolation, economic constraints and cultural stigma often prevent families from seeking necessary mental health support (Smalley & Warren, 2012; Boydell et al., 2006). By partnering with rural schools, the SPIRSS project has helped mitigate these barriers, providing accessible mental health services directly within the school environment. Prior to this initiative, many of these schools lacked the resources and frameworks necessary to systematically identify and support students’ mental health needs. By embedding school psychology graduate students within these schools, the project has not only expanded the availability of mental health services but also improved the schools' capacity to respond to students' needs in a timely and effective manner.
The impact of the SPIRSS project extends beyond the immediate provision of services. Through the implementation of a MTSS, schools have established a sustainable framework for ongoing mental health support. MTSS is an evidence-based framework that promotes data-driven decision-making to provide a continuum of support for students’ academic, behavioral and social-emotional needs (Sugai & Horner, 2009). Research has shown that integrating mental health services within an MTSS framework can significantly improve student outcomes by enabling early identification and intervention, thereby reducing the likelihood of mental health issues escalating into crises (Barrett et al., 2014).
The use of tools like SAEBRS and MySAEBRS has equipped school personnel with the means to identify students at risk, monitor progress and adjust interventions based on data-driven insights. Studies have demonstrated that these tools are effective in screening for mental health needs and monitoring the effectiveness of interventions over time (Kilgus et al., 2016). This systematic approach has transformed how mental health is addressed within these schools, shifting from a reactive to a proactive model of care. By leveraging these tools, schools can provide targeted support that is tailored to individual student needs, fostering a more supportive and responsive educational environment (Eliot et al., 2010).
The partnership has also significantly enhanced the training and professional development of school psychology graduate students. Research indicates that practicum experiences in diverse, high-need settings are crucial for developing the competencies needed to work effectively with a range of student populations (Grishby, 2020; Lopez & Bursztyn, 2013; Parker et al., 2021). Working in high-need, rural schools provide these future professionals with invaluable experience in diverse and challenging environments, better preparing them for their careers. The opportunity to engage in direct service provision, alongside experienced supervisors, allows them to develop their clinical and consultation skills in real-world settings, ultimately improving the quality of mental health services available in these communities. This comprehensive training model has been shown to improve the readiness of school psychology trainees to deliver high-quality mental health services, particularly in underserved areas (Lyon et al., 2011).
The SPIRSS project has demonstrated promising K-12 student outcomes, with significant improvements observed in several key areas of mental health, highlighting the value of targeted school-based interventions. Despite these successes, the small effect sizes observed in the outcome measures warrant further discussion. Hypotheses for these findings include the limited duration of interventions, as graduate students typically worked with students for only one semester. This short timeframe may not have been sufficient to achieve larger improvements, particularly for students with complex or chronic mental health needs. Additionally, variability in the implementation of interventions across sites and the baseline severity of students’ challenges may have contributed to the modest effect sizes. Measurement sensitivity could also be a factor, as certain tools may be less responsive to short-term changes, especially in populations with significant mental health needs.
To improve effect sizes, several strategies are being considered by SPIRSS project staff. Extending the duration of interventions, such as through year-long placements for graduate students, could allow for more sustained and intensive support. Alternatively, another consideration is implementing more seamless transitions between graduate student service providers across semesters. This would involve detailed handoff protocols, shared documentations and structured collaboration meetings to ensure continuity of care and minimize disruption in services for students. Also, enhancing intervention fidelity through additional training and coaching for graduate students may also increase their efficacy. Moreover, incorporating more comprehensive family engagement strategies could create additional layers of support for students, reinforcing the gains made through school-based interventions. These approaches aim to enhance the consistency and impact of interventions over time, maximizing their effectiveness in improving student outcomes.
The Collective Impact of the SPIRSS project is evident in the significant improvements observed in student outcomes, as well as in the increased capacity of schools to support their students' mental health needs. Research has demonstrated that school-based mental health services can lead to improved academic performance, reduced disciplinary incidents and better social-emotional outcomes for students (e.g. Duong et al., 2021; Sanchez et al., 2018; Weist et al., 2018). Moreover, the project's focus on building sustainable systems and providing high-quality training ensures that its benefits will persist beyond the immediate funding period. By creating a pipeline of well-trained professionals dedicated to working in high-need areas, the project contributes to long-term systemic change in how rural schools address mental health.
The findings from the SPIRSS project present a compelling case for broader adoption and scaling of similar models by policymakers across local, state and national levels. Policymakers are encouraged to acknowledge the project’s demonstrated impact and consider strategic actions such as increasing investments in comparable initiatives, enacting supportive legislation and expanding funding for the training of mental health professionals to serve underserved areas. Embedding these measures within policy frameworks has the potential to transform the SPIRSS project’s approach into a national standard, significantly enhancing the delivery of mental health services in rural schools. This, in turn, would foster improved academic outcomes and well-being for students in these communities. Such strategic expansion represents not only a response to a pressing societal need but also a forward-looking investment in building an equitable and resilient educational infrastructure that supports the success of all students.
Conclusion
The SPIRSS project demonstrates that SUPs are a powerful tool for addressing complex community challenges. By leveraging the strengths of both entities, such collaborations can create meaningful and lasting changes in service delivery and professional preparation. The success of this project highlights the potential for similar initiatives to be replicated in other regions facing similar challenges. As schools and universities continue to explore collaborative models, the lessons learned from the SPIRSS project can inform future efforts to improve the mental health and well-being of students in underserved communities.
Funding: This research was supported by funding from the U.S. Department of Education [PR/Award#S184X220151]. The findings, conclusions and recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the U.S. Department of Education.
