ArticleThe Journal of school health2026
A Phenomenological Investigation of Interdisciplinary Mental Health Collaboration in Schools.
Article in The Journal of school health, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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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.
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.
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Who cites it
3 citing papers in PubMed.
- Perceived School Safety as an Underexplored Pathway Linking Psychosocial Distress and Truancy Among Filipino Adolescents.The Journal of school health · 2026Article
- Framework of Core Competencies for Interdisciplinary School Mental Health Collaboration.The Journal of school health · 2026Article
- A Phenomenological Investigation of Interdisciplinary Mental Health Collaboration in Schools.The Journal of school health · 2026Article
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
backgroundYouth mental health concerns are rising, with schools key access points for support. Interdisciplinary collaboration among school mental health professionals (SMHPs) is vital for addressing complex needs but is often hindered by role ambiguity, staffing shortages, and systemic barriers. This study explored SMHPs' lived collaboration experiences in U.S. public schools.
methodsUsing a qualitative phenomenological approach, semi-structured interviews were conducted with 19 SMHPs across K-12 settings. Data were analyzed to identify themes describing collaboration experiences.
resultsFive themes emerged: (1) context for collaboration, including formal structures like MTSS and informal interactions; (2) benefits such as holistic care, efficiency, and preventing students from "falling through the cracks"; (3) facilitators like clear communication, trust, and respect; (4) barriers including confidentiality constraints, role confusion, and limited time; and (5) training needs, with participants calling for interdisciplinary preparation and ongoing development. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: The study highlights the importance of structured, role-aware collaboration. Recommendations include collaboration agreements, peer learning communities, and interdisciplinary training in graduate programs. School leaders should embed collaboration into improvement plans to enhance coordinated student support.
conclusionStrengthening structured interdisciplinary teamwork and clarifying roles can improve school mental health service delivery and student outcomes.
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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.