School-based mental health around the world

Abstract

Welcome to this issue of the International Journal of School & Educational Psychology (IJSEP). It is the start of a new year and a new volume for IJSEP, the seventh since the very first issue that appeared in 2013. Together with the International School Psychology Association (ISPA) and the existing and new Editorial Board members, we at IJSEP aim to expand the dissemination of research always working toward the best interest of the children and youth across the globe. In this issue of IJSEP, we have a range of articles evidencing the scholarship of great researchers and practitioners from East Asia (Taiwan), Brazil, and the United States providing us with much-needed insight into the importance of school mental health. I can but only agree with the opening lines of the first article’s abstract claiming that “mental health influences several major life outcomes [and] school-based treatment for mental health issues is the most effective intervention to support individuals with these problems” (Salinger, 2019, p. 3). Rachel Salinger surveyed students from three different countries—the United States, United Kingdom, and China—exploring the availability, accessibility, and utility of mental health treatments in secondary schools in the three countries. Although her sample was small, the findings have significance for school and educational psychologists aiming to provide more relevant school-based treatments in their particular location. Still focusing on ways to enhance school-based mental health, Bear, Harris, de Macedo Lisboa, and Holst (2019) investigated the importance of school climate on students who were held back when their peers were promoted. Focusing on students’ self-reported cognitive-behavioral and emotional engagement, Bear and colleagues concluded that “fairness and clarity of rules, and school safety” (p. 22) were important issues to consider for students who are retained, but that further research is necessary to assess the prospective benefits and deficits of retention on the academic achievement of these students. Following a different approach, Shannon and Hess (2019) considered the use of photovoice as intervention with youth that were previously incarcerated, helping them reintegrate into their community and school. The outcomes of their study emphasize the importance of individualized mental health services for these postincarcerated youths, particularly when they reenter the school community. “Youth returning to their communities from incarceration represent a vulnerable population who are in need of continued support and guidance” (Shannon & Hess, 2019, p. 39) to ensure the reintegration happens smoothly. School–family collaboration is an equally important area ensuring the mental health of our youth globally. Cliff Chen (2019) explored the importance of home–school relationships and communication for enhancing students development and learning in Taiwan, noting that the nature of school-initiated and home-initiated contact should be “examined in a cultural context” (p. 50) and that schools and families should “engage in a true two-way meaningful communication” (p. 51) on a regular basis instead of only once problems occur. Collier-Meek and Sanetti (2019) explored a different kind of home–school relationship focusing on engaging the family more actively in assisting student outcomes with a homework intervention. The conclusion of this case study with two families is that “attending to parents’ implementation may be critical to the success of home-based interventions in improving student outcomes” (p. 66), and that further research is necessary to support greater home–school collaboration in order to enhance youths’ success in school and in life. Last but not least, I do hope that you will find something of interest in this issue of IJSEP and that you will be inspired in your own research and practice. Send us your best papers and engage in building an international community of school and educational