ABSTRACT
Family involvement in schools has been found to support improvements in academic achievement and to facilitate positive socio-emotional outcomes for children and youth in the areas of emotion regulation, social competence, and mental health (Hoagwood et al., 2010). A child’s mental health is inextricably linked to the family, school, and community systems in which she/he is embedded (Hill & Craft, 2003). Thus, creating collaborative partnerships across these systems can increase the efficacy of intervention efforts (Reinke, Splett, Robeson, & Offutt, 2009) and has become a fundamental principle that most school-based mental health professionals (SBMHPs) are encouraged to practice (Quinn & Lee, 2007).
