ABSTRACT
Investments in our children, particularly those related to their health, mental health, well-being, and education, are investments in our nation’s future. Although the primary mission of the US educational system is to promote academic achievement among all students, this system has also been identified as a key setting for the recognition of mental health disorderss and often is the de facto mental health provider for children and adolescents (Burns, Costello, Angold, Tweed, Stangl, Farmer, & Erkanli, 1995; Farmer, Burns, Phillips, Angold, & Costello, 2003; Rones & Hoagwood, 2000; US Department of Health and Human Services, 1999). Considering the role that schools could play in supporting the mental health of children, many unrealized opportunities exist. Currently, a significant number of children with mental health issues are undiagnosed and untreated (Kataoka, Zhang, & Wells, 2002). This unmet need results in schoolchildren with untreated depression, anxiety, eating disorders, and disruptive behavior disorders, which can have a significant and detrimental impact on student’s well-being, academic performance, and school outcomes (Kessler, 2009; Roeser, Eccles, & Strobel, 1998; World Health Organization [WHO], 2003).
