The Intersectionality of School Mental Health and Public Health: Lessons from the Georgia Apex Program
Abstract
Background. Adopting school-based mental health (SBMH) programs can positively impact student outcomes including academic performance, discipline referrals, and school climate by increasing access to mental health (MH) services/supports for school-aged. Georgia Apex (Apex) is a statewide SBMH program grounded in evidence-based models (PBIS, MTSS) that offer tiered support(s) to Georgia students. With the reinforcement of licensed Apex clinicians, students participating in the Apex program have access to Tier 1 supports (universal prevention), Tier 2 targeted, early interventions (e.g., group therapy), and Tier 3 intensive interventions (e.g., cognitive behavioral therapy).
Methods. Quantitative and qualitative programmatic data collected from Georgia Apex schools, provider organizations, and caregivers over the past 9 years have been used to evaluate the program and study the challenges/successes of its implementation. Apex’s implementation is assessed by examining its: adoption (partnership development); installation (embeddedness); factors influencing implementation (fit, barriers/facilitators); and acceptability among schools, providers, and caregivers (satisfaction).
Results. Since its inception in 2015, Apex has received widespread support from Georgia school administrators, school staff, service providers, families, and communities. Currently, 1 in 3 Georgia schools participate in Apex. Last year, 88% of caregivers surveyed reported improvement in access to necessary care for their child. Years of evaluating Apex and providing technical assistance to Apex providers have generated solution-based lessons learned, best practices, and effective strategies that others can implement to provide/sustain SBMH services in their schools/school districts by embedding/retaining community providers.
Conclusion. Effectively implementing a successful SBMH program can contribute to early detection of students’ MH needs and increased access to coordinated delivery of MH services/supports. This can ultimately yield improved student outcomes and school climate. Apex can inform the implementation of other SBMH programs by detailing challenges providers and schools may encounter and present solution-based lessons learned for effectively implementing a SBMH model like the Georgia Apex Program.
Keywords
school-based mental health, MTSS, behavioral health, Georgia Apex Program
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The Intersectionality of School Mental Health and Public Health: Lessons from the Georgia Apex Program
Background. Adopting school-based mental health (SBMH) programs can positively impact student outcomes including academic performance, discipline referrals, and school climate by increasing access to mental health (MH) services/supports for school-aged. Georgia Apex (Apex) is a statewide SBMH program grounded in evidence-based models (PBIS, MTSS) that offer tiered support(s) to Georgia students. With the reinforcement of licensed Apex clinicians, students participating in the Apex program have access to Tier 1 supports (universal prevention), Tier 2 targeted, early interventions (e.g., group therapy), and Tier 3 intensive interventions (e.g., cognitive behavioral therapy).
Methods. Quantitative and qualitative programmatic data collected from Georgia Apex schools, provider organizations, and caregivers over the past 9 years have been used to evaluate the program and study the challenges/successes of its implementation. Apex’s implementation is assessed by examining its: adoption (partnership development); installation (embeddedness); factors influencing implementation (fit, barriers/facilitators); and acceptability among schools, providers, and caregivers (satisfaction).
Results. Since its inception in 2015, Apex has received widespread support from Georgia school administrators, school staff, service providers, families, and communities. Currently, 1 in 3 Georgia schools participate in Apex. Last year, 88% of caregivers surveyed reported improvement in access to necessary care for their child. Years of evaluating Apex and providing technical assistance to Apex providers have generated solution-based lessons learned, best practices, and effective strategies that others can implement to provide/sustain SBMH services in their schools/school districts by embedding/retaining community providers.
Conclusion. Effectively implementing a successful SBMH program can contribute to early detection of students’ MH needs and increased access to coordinated delivery of MH services/supports. This can ultimately yield improved student outcomes and school climate. Apex can inform the implementation of other SBMH programs by detailing challenges providers and schools may encounter and present solution-based lessons learned for effectively implementing a SBMH model like the Georgia Apex Program.
