This is the second of three annual reports evaluating the implementation and effects of two Delaware weighted funding programs for disadvantaged K-12 schools during the 2019-2020 to 2021-2022 school years: Opportunity Funding and the Student Success Block Grant (SSBG). The authors also examined best practices and coronavirus pandemic adaptations…

The purpose of this research is to understand the meanings and perceptions that families, teachers, and school-based service providers on the Westside in Syracuse, New York ascribe to school-based mental health services. The Westside is an economically disadvantaged and under-resourced neighborhood where children experience a great deal of stress…

Women disadvantaged by poverty, as well as racial or ethnic minority status, are more likely to experience depression than the rest of the U.S. population. At the same time, they are less likely to seek or remain in treatment for depression in traditional mental health settings. This article explores a therapeutic, psychosocial engagement strategy…

Examines elements of programs that have been successful at changing long-term outcomes among disadvantaged children and their families: delivering a wide array of services, building relationship of trust and respect, dealing with children as part of a family, and responding to those most at risk. Suggests ways to overcome barriers to multiplying…

The Vanderbilt School-Based Counseling Program in Nashville, Tennessee, increases access to mental health services for children from socioeconomically disadvantaged backgrounds via a primary care model delivering on-site services. Possible interventions include psychotherapy, parent skill training, behavioral and psychiatric consultation to staff…