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Behavior Modification
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School-Based Mental Health Services in Baltimore

Association With School Climate and Special Education Referrals

Eric J. Bruns

University of Maryland School of Medicine

Christine Walrath

Johns Hopkins Bloomberg School of Public Health

Marcia Glass-Siegel

Baltimore Mental Health Systems, Inc., Baltimore City Public School System

Mark D. Weist

University of Maryland School of Medicine

This study investigated the association between school-based mental health services and two proposed but untested outcomes of these services: (a) school climate and (b) patterns of referrals to special education. Results from a climate survey found that teachers and staff in eight elementary schools with expanded school mental health (ESMH) services gave higher ratings on the survey’s mental health climate subscale than respondents from schools in a matched comparison group. No differences were found for the General Climate subscale of the survey. Results also indicated that teachers in ESMH schools referred fewer students to the special education neligibility process because of emotional and behavioral issues and that fewer students in ESMH schools were found eligible for special education for emotional and behavioral disabilities. Results of this study provide beginning evidence for the positive impact of ESMH programs on these two school wide indicators of functioning.

Key Words: school mental health services • children • families • emotional and behavioral disorder (EBD) • school climate • evaluation

Behavior Modification, Vol. 28, No. 4, 491-512 (2004)
DOI: 10.1177/0145445503259524
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[Abstract] [Full Text] [PDF]