Climbing the Readiness Ladder: Equipping Mental Health Providers for School-Based Success

Format

Individual Presentation

Presenters

• Lauren StitesFollow

First Presenter's Institution

Georgia Health Policy Center

First Presenter’s Email Address

lstites1@gsu.edu

First Presenter's Brief Biography

I am a developmental psychologist specializing in longitudinal data collection and analysis, with a strong focus on program evaluation and research methodology to improve child mental health and well-being. My background encompasses language acquisition, cognitive development, and the role of gestures in communication and cognition, allowing me to explore the intricate connections between language development and broader aspects of child development. My research has investigated the development of metaphorical language, particularly how children acquire non-literal forms like spatial metaphors for time and the influence of literacy on this process. This work is deeply connected to understanding children's cognitive growth and overall well-being. My experience includes designing and managing large-scale studies, utilizing both quantitative and qualitative methods to examine cognitive and cultural influences on children's language and gestures. Currently, as a Senior Research Associate at the Georgia Health Policy Center, I leverage my expertise to evaluate state-wide health initiatives and community-based health projects, directly contributing to evidence-based practices that support child and family well-being.

Second Presenter's Institution

Georgia Health Policy Center

Second Presenter’s Email Address

khamrick1@gsu.edu

Second Presenter's Brief Biography

Kathleen Hamrick is a Research Coordinator II at the Georgia Health Policy Center, where she supports projects focusing on improving health outcomes for children and families. She holds a master’s degree in clinical psychology and has extensive experience as a psychometrist, conducting psychological and psychoeducational assessments of children and adolescents, helping to inform both their academic and mental health needs. Her professional background also includes program coordination, data management, and office administration, equipping her with a strong foundation in both clinical and operational aspects of mental health services. She is dedicated to advancing research and practice that strengthen mental health supports for children and families.

Submitter

I am submitting this proposal as one of the presenter(s)

Location

Ballroom D

Strand #1

Health: Mental & Physical Health

Strand #2

Home: Family & Community Engagement

Relevance

Health: The proposal focuses on access to mental health services through the school setting for all children. This is a 3-tiered approach that promotes overall mental health and well-being to all students and provides intensive support to children who need it

Home: The proposal focuses on partnerships in the community to provide mental health support to children

Brief Program Description

The integration of mental health services within school settings represents a critical step forward in providing accessible care to children and adolescents. However, the success of these initiatives hinges on the foundational readiness of both the mental health provider agency and the school environment. Without a systematic approach to assessing this readiness, even the most well-intentioned partnerships can falter, leading to implementation roadblocks and suboptimal outcomes for students. (CITE)

This interactive workshop directly addresses this critical preparatory phase. The program is designed with a dual focus: first, turning the lens inward for professionals to assess their agency's internal strengths and potential barriers that may affect the ability to deliver sustainable SBMH services. Participants will learn to identify core components of agency readiness, including clinical models, infrastructure needs, and staffing. Second, attendees will learn to distinguish key readiness indicators within school settings, such as administrative support, dedicated space, scheduling logistics, and established communication protocols.

Through strategic planning exercises, attendees will develop targeted action plans to address gaps before services begin. Key topics include establishing clear roles and expectations, creating robust Memorandums of Understanding (MOUs), and collaborating effectively with community stakeholders.

This workshop is essential for clinical directors, therapists, school administrators, teachers, school counselors, and school leadership aiming to launch or strengthen school-based mental health programs. Attendees will leave with a clear, actionable roadmap for building a solid foundation, ensuring their agency is prepared to enter school environments and capable of selecting partners that are truly ready to collaborate. This proactive approach fosters more sustainable, integrated, and effective partnerships, ultimately leading to improved mental health and academic success for students.

Summary

This workshop equips mental health professionals and school leaders with tools to assess readiness for successful school-based mental health partnerships. Participants learn to evaluate agency strengths and key school indicators, like administrative support, to build sustainable programs that foster student well-being and academic success, ensuring a strong foundation for collaboration.

Evidence

Nationally, nearly 50% of children with a mental illness did not have access to care in 2023 (Reinert, Nguyen, & Fritze, 2024). School-based mental health programs remove the most common barriers to access for families, including time off work, transportation, and lack of knowledge about how to access care. (Swick & Powers, 2018). Effective collaboration among stakeholders is essential to a successful SBMH program (Lever, Adelsheim, & Prodente, 2003; Weist et al, 2012), however, the readiness of the school and community partners can be a barrier to effective collaboration (Splett, et al, 2022). This proposal addresses readiness using lessons learned from the 10 years of implementation of the Georgia Apex Program.

Reinert, M., Nguyen, T., & Fritze, D. (2024). The State of Mental Health in America. Mental Health America.

Lever NA, Adelsheim S, Prodente CA, et al. System, agency, and stakeholder collaboration to advance mental health programs in schools. In: MD Weist, SW Evans, NA Lever, eds. Handbook of School Mental Health: Advancing Practice and Research. New York: Springer; 2003: 149–162.

Weist, M. D., Mellin, E. A., Chambers, K. L., Lever, N. A., Haber, D., & Blaber, C. (2012). Challenges to collaboration in school mental health and strategies for overcoming them. Journal of School Health, 82(2), 97-105.

Splett, J. W., Perales, K., Miller, E., Hartley, S. N., Wandersman, A., Halliday, C. A., & Weist, M. D. (2022). Using readiness to understand implementation challenges in school mental health research. Journal of Community Psychology, 50(7), 3101-3121.

Learning Objective 1

Identify core components of readiness for delivering SBMH services, including infrastructure needs and staffing.

Learning Objective 2

Distinguish key readiness indicators within school settings, such as administrative support, space, scheduling, and communication protocols.

Learning Objective 3

Assess community partner’s internal strengths and potential barriers that may affect the ability to deliver sustainable SBMH services.

Keyword Descriptors

School-based mental health, mental health, community partners, collaboration, readiness, schools, accessing mental health

Presentation Year

2026

Start Date

3-3-2026 2:45 PM

End Date

3-3-2026 4:00 PM

Recommended Citation

Stites, Lauren, "Climbing the Readiness Ladder: Equipping Mental Health Providers for School-Based Success" (2026). National Youth Advocacy & Resilience Conference. 54.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2026/2026/54