ArticleBehavioral sciences (Basel, Switzerland)2024
Grow Your Own School Mental Health Specialists: A Policy Pilot to Address Behavioral Health Workforce Shortages in Schools.
Article in Behavioral sciences (Basel, Switzerland), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Training Comprehensive School Mental Health Providers: Reducing Shortages in Rural and High Needs Schools.Behavioral sciences (Basel, Switzerland) · 2026Article
- Transforming Mental Health Service Delivery in Schools: Recommendations for Implementation of a Cross-System Collaborative Approach.Administration and policy in mental health · 2026Article
- Transdiagnostic prevention in youth mental health, Part II: interventions.Neuropsychopharmacology : official publication of the American College of Neuropsychopharmacology · 2026Review
- Bridging Disciplines: Integrating Mental Health and Education to Promote Immigrant Student Wellbeing.Behavioral sciences (Basel, Switzerland) · 2025Article
- Increasing access to school-based mental health services for youth subsequent to the COVID-19 pandemic.Health affairs scholar · 2025Article
- Evolving Trends in College Students' Health Education: A Bibliometric Analysis.Journal of multidisciplinary healthcare · 2024Review
Corrections and comments
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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The capacity of schools to address behavioral health concerns presents an emerging challenge, exacerbated by major shortages in the workforce. Schools across the U.S. are struggling to hire licensed behavioral health professionals, with additional barriers encountered when seeking to hire practitioners with experience in educational settings. In 2023, a school district in the suburbs of Columbus, Ohio, partnered with The Ohio State University to launch a "grow your own" policy pilot. The priorities focused on addressing workforce shortages and leveraging the experiences of current teachers/staff to support growing needs related to student mental health and well-being. More specifically, the district utilized COVID-19 relief funds to recruit, train, and transition 25 teachers/staff into school mental health positions by underwriting the costs of each professional's Master of Social Work (MSW) degree. Here, we (a) describe the district-university partnership and the processes guiding the implementation of the "grow your own" model, (b) distill preliminary findings about district needs regarding behavioral health, and (c) explore facilitators, barriers, and outcomes associated with learning among participants in the program. The findings from a district-wide staff survey indicated a high level of need for individual counseling, crisis intervention, and small group interventions. Additionally, qualitative interviews revealed that learning among the program's participants was facilitated by effective classroom strategies and specific learning experiences integral to the program's design. These facilitators supported key learning outcomes, including general social work knowledge, self-awareness, and therapeutic skills that are foundational for engaging with students, parents/families, teachers/staff, and the broader school community. This innovative policy pilot and training model demonstrate how universities and local educational agencies can partner to address workforce development challenges at the intersection of behavioral health and education.
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Registered trials
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