Title

School Mental Health Early Interventions and Academic Outcomes for At-risk High School Students: A Review of the Research

Authors

Aidyn L. Iachini, University of South Carolina
Elizabeth Levine Brown, George Mason University
Annahita Ball, Louisiana State University
Jen Gibson, Xavier University - CincinnatiFollow
Steven E. Lize, George Mason University

Document Type

Article

Publication Title

Advances in School Mental Health Promotion

Volume

8

First Page

1

22

Publication Date

2015

Abstract

The current educational policy context in the United States necessitates that school-based programs prioritize students’ academic outcomes. This review examined the quantitative research on school mental health (SMH) early interventions and academic outcomes for at risk high school students. Seven articles met the inclusion criteria for this review. All articles were examined according to study design and demographics, early intervention characteristics, and outcomes. Of the studies included, most were conducted in urban settings, involved the implementation of group-based early intervention strategies, and monitored GPA as a distal academic outcome. Counselors were frequent implementers of these early interventions. A meta-analysis found no statistically significant effect on the academic outcomes most commonly assessed in the studies (i.e., GPA, attendance, and discipline). Findings suggest the need for more rigorous research in this area. Implications for SMH early intervention research and practice are discussed.

Recommended Citation

Iachini, Aidyn L.; Brown, Elizabeth Levine; Ball, Annahita; Gibson, Jen; and Lize, Steven E., "School Mental Health Early Interventions and Academic Outcomes for At-risk High School Students: A Review of the Research" (2015). Faculty Scholarship. 246.
https://www.exhibit.xavier.edu/psychology_faculty/246