ReviewThe Journal of school health2025
Activating Critical Resource Theory for School-Based Mental Health Staffing.
Review in The Journal of school health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Changes in Child and Youth Mental Health Following the Return To In-Person Learning Post-COVID-19 Pandemic.Current psychiatry reports · 2025Review
- Activating Critical Resource Theory for School-Based Mental Health Staffing.The Journal of school health · 2025Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundCritical resource theory (CReT) provides a framework for the examination and reform of public finance policy. Funding policies for staffing school-based mental health providers have a substantial impact on the structure of service delivery and the ability of youth (and their families) to access much-needed supports in an era of growing mental health needs.
methodsUsing CReT, this integrative literature review examines the existing policies and practices of funding for staffing school-based mental health providers. It synthesizes the historical context of United States school finance policy and the current state of school-based mental health systems to identify opportunities for future research, policy, and practice.
findingsThe history of residential segregation by race and a complex system of funding sources and allocation methods presents significant barriers for equitable, adequate, and sustainable funding of school mental health staff. However, applying CReT to existing literature revealed sources of funding that can be leveraged and coordinated to provide the necessary staff for school mental health teams. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: An application of CReT with mixed methods and participatory action research designs can support communities in securing the resources to staff adequate mental health systems through informed advocacy.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.