ArticlePsychology in the schools2023
School-based Mental Health Supports During COVID-19: School Professional Perspectives.
Article in Psychology in the schools, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 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
4 citing papers in PubMed.
- Usage Trends of Student Counseling Rooms at Juntendo University's Hongo and Ochanomizu Campuses and at Other Universities in Japan: A Perspective Review.Juntendo medical journal · 2026Article
- Meeting Student Mental Health Needs in Survival Mode: A Qualitative Analysis of School Professional Mental Health Delivery at Michigan High Schools in Response to COVID-19.School mental health · 2026Article
- Post-pandemic mental health: Understanding the global psychological burden and charting future research priorities.World journal of psychiatry · 2025Review
- AI as the Therapist: Student Insights on the Challenges of Using Generative AI for School Mental Health Frameworks.Behavioral sciences (Basel, Switzerland) · 2025Article
Corrections and comments
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Authors and funding
7 authors.
Funding
Abstract
Objective: The present study explored the ways school professionals adapted school-based mental health supports and services for remote delivery during the COVID-19 pandemic. Method: We surveyed 81 school professionals (e.g., counselors, psychologists, social workers) and conducted in-depth interviews with a subsample of professionals (n=14) to explore their perceptions and experiences of supporting youth with mental health concerns and suicide-related risk during the fall and winter of the 2020-2021 school year. Results: Commonly endorsed school-based mental health interventions (e.g., counseling services, checking in), ways of communicating (phone, email), and individuals delivering supports and services to students with suicide-related risk (e.g., counselors, teachers) were identified based on school professional survey responses. Qualitative findings point to facilitators (e.g., specific platforms for connecting with students and families) and barriers (e.g., limited communication) to successful service delivery during COVID-19. Conclusion: Findings highlight the creative ways school support professionals adapted to provide school-based mental health supports. Implications for remote school-based mental health services during and following the pandemic are discussed.
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Registered trials
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