ArticleChildren and youth services review2023
Minding the gap: Evidence, implementation and funding gaps in mental health services delivery for school-aged children.
Article in Children and youth services review, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
12 citing papers in PubMed, 19 citations in OpenAlex.
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- Addressing Racial and Ethnic Disparities of Childhood Trauma, Grief, and Loss: Considerations for Mental Health and Educational Policy.Journal of racial and ethnic health disparities · 2026Review
- Project TEACH School-Focused Consultation and Community Collaboration: A Multidisciplinary Pilot Intervention to Reduce Mental Health Disparities in Upstate, NY.Healthcare (Basel, Switzerland) · 2026Article
- Home language and diagnostic co-morbidity predict neuropsychological evaluation recommendation uptake among low income families.The Clinical neuropsychologist · 2026Article
- Association of School-Based Health Center Availability With Child Mental Health Outcomes.Health services research · 2026Article
- Geospatial disparities in adolescent mental health resources: school- and community-level evidence from Travis County, Texas.Frontiers in public health · 2026Article
- Post-pandemic mental health: Understanding the global psychological burden and charting future research priorities.World journal of psychiatry · 2025Review
- The Alongside Digital Wellness Program for Youth: Longitudinal Pre-Post Outcomes Study.JMIR formative research · 2025Article
- Efficacy of United States' federally-funded interventions in increasing school capacities to improve student mental health and education outcomes in Tennessee.SSM. Mental health · 2025Article
- Article
- Recovery and Response: Responding to Mental Health Needs That Emerged in the Wake of the COVID-19 Pandemic in Chicago Public Schools.The Journal of school healthArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
State and local educational agencies are grappling with growing mental health needs among school-aged children that intensified during the COVID-19 pandemic. We undertake a case study of the experiences of one state, Tennessee, to examine the landscape of mental health interventions that are being deployed and to illuminate contextual factors that can support their implementation or exacerbate state and local challenges in addressing children's fast-rising mental health needs. We begin with an examination of the knowledge base on interventions and approaches that are commonly employed in K-12 schools to address children's mental health needs, including in Tennessee, with the aim to identify notable gaps in what we understand about their implementation and impacts on student outcomes. We find a lack of rigorous research that can inform efforts to improve the implementation and effectiveness of school-based mental health interventions. We bring this insight to our case-study analysis, which shows that this lack of guidance from research is compounded by inadequate, time-limited and fluctuating public funding that hinders local efforts to establish strong, ongoing programs that provide or connect K-12 students to essential mental health services. We call for more federal funding to support state and local implementation of proven and promising interventions for addressing children's mental health needs and more rigorous evaluations to strengthen the evidence base on their implementation and impacts.
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Registered trials
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