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Through the MA School Based Telebehavioral Health Pilot, we continue to see the value (through quantitative and qualitative data findings) of CHWs and less credentialed team members to lead service navigation by leveraging their community trust, lived experience, and cultural insight. Systems should elevate their role through embedded authority, real-time access to tools, collaborative care models, and continuous feedback loops. Instead of medicalizing their role, we work with school districts and clinical providers to enable them as co-leaders in care—building trust, closing access gaps, and driving culturally responsive redesign from the ground up.

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There is a great need for solid program evaluation of tiered services in school behavioral health - both inside the school and with outside partners. The ideal goal would be to have the same measurements across the state. The evaluation plan would include student and family voice, perspective and experience.

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Prevention and education at the core - health curriculum that includes behavioral health, social media, substance use, etc. - youth across the board needing more information and information on where/how to access services and supports

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Youth behavioral health needs equity-centered metrics that go beyond symptom tracking. We need tools that capture relational trust, functional outcomes, cultural relevance, and early warning signs. Metrics should be co-designed with families, integrate SDOH, and align across systems to reflect real, whole-child progress.

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Focus on continuous improvement of MH systems, including through regular review of systems and processes in place

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Focus on continuous improvement of MH systems, including through regular review of systems and processes in place

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antiracist practices, culturally responsive lens, person in environment, research-based/informed practices

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services, supports, and staffing are different depending on school & district

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A lot of our conversation focuses on prevention and intervention related to behavioral health. I'd also advocate for comprehensive, evidence informed plans for responding to crises that impact schools at all levels (ie, sudden death of a student/ staff, disruptive events (natural disaster, civil disruption, illegal activity, etc.)- plans for policy and protocols, and that are reviewed and updated on a regular basis.

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We find that collecting school level data such as sense of belonging, discipline and absenteeism data is very important. However, it is even more important to be on the same page and explain to our school partners why we are collecting those data sets, share the findings in a meaningful way that helps them see how their role plays in impacting those metrics and figuring out actions to implement- together- a plan for bridging the identified gaps.

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Clear definitions of what we mean by "behavioral health in schools" and "MTSS" and "equity"

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24-25 Guiding Principles and SMH Implementation Checklist

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Despite the importance of community partners providing direct services in schools, partners are underfunded in this work. In addition, school mental health providers are not have adequately funding to collaborate/coordinate with external providers.

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Ensuring those who are doing and engaged in the work are a part of the process of development. Similarly, it is helpful to have behavioral health providers at the table especially those who are working in these settings and on the front lines.

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Understand environmental factors that impact youth mental health

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Understand environmental factors that impact youth mental health

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Consider the impact of technology on kids mental health, good and bad, and be thoughtful of how it's integrated into the school day. Replace the void in the use of smartphones with extra outdoor time, engagement, connection, taking risks, and ways to create belonging and inclusion. This will be a protective measure toward better mental health for youth overall.

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If the overarching vision that comes form this work is that SMH is important and required in all schools, that is a huge win for kids and families and sets the stage for schools and districts having full justification and encouragement to lean heavily into systems development.