Delaware Department of Education

ABSTRACT Background Youth mental health needs have worsened following COVID-19. Rising demand for school mental health services is straining capacity. Several states have added policies requiring mental health education, yet these vary widely and barriers to operationalization exist. Purpose This paper explores the onerous landscape of mental health education and makes the case for the education framework of mental health literacy (MHL), derived from health literacy (HL), as the North Star of universal mental health education. Methods A scan of mental health education policies was conducted, and two state case studies were included. California requires middle- and high-school integration with existing health education, and Delaware requires K-12 mental health education allowing for integration with existing social, emotional, and behavioral wellbeing initiatives within schools’ multi-tiered system of supports. Results Thirty-six state policies were identified, with over 80% explicitly related to health education. Policies varied across multiple dimensions including scope and clarity, target audience, requirement conditions, and resources. Discussion Barriers and opportunities are discussed, including a national effort, The Mental Health Literacy Collaborative (MHLC), focused on the benefits of MHL education. Translation to Health Education Practice Findings offer health educator opportunities for planning, leadership, and advocacy toward implementing MHL education in schools. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars

There are many stakeholders for school health data. Each one has a stake in the quality and accuracy of the health data collected and reported in schools. The joint NASN and NASSNC national school nurse data set initiative, Step Up & Be Counted!, heightens the need to assure accurate and precise data. The use of a standardized terminology allows the data on school health care delivered in local schools to be aggregated for use at the local, state, and national levels. The use of uniform terminology demands that data elements be defined and that accurate and reliable data are entered into the database. Barriers to accurate data are misunderstanding of accurate data needs, student caseloads that exceed the national recommendations, lack of electronic student health records, and electronic student health records that do not collect the indicators using the standardized terminology or definitions. The quality of the data that school nurses report and share has an impact at the personal, district, state, and national levels and influences the confidence and quality of the decisions made using that data.

(1935). A State-Wide Rural School Play Day Program. The Journal of Health and Physical Education: Vol. 6, No. 1, pp. 19-53.

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