The Journal of school health · 2026
A Phenomenological Investigation of Interdisciplinary Mental Health Collaboration in Schools.
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Boulden Rawn, Henry Sarah
Аннотация
BACKGROUND: Youth 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.
METHODS: Using 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.
RESULTS: Five 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.
CONCLUSION: Strengthening structured interdisciplinary teamwork and clarifying roles can improve school mental health service delivery and student outcomes.
METHODS: Using 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.
RESULTS: Five 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.
CONCLUSION: Strengthening structured interdisciplinary teamwork and clarifying roles can improve school mental health service delivery and student outcomes.