This
manuscript summarize areas of school mental health (SMH) research relevant to
the interplay between students academic and social emotional outcomes.
After
advancing a multidimensional conceptualization of academic success at the
levels of individual students and schools, we summarize observational and
intervention studies that connect students mental health to their academic
achievement with acknowledgement of the bidirectional relationship then,
current and future directions of SMH research are discussed, including (a)
impact of SMH Health initiatives and services on school achievement. (b) The
need to address the mental health of historically neglected subgroup of student
and (c) Inter disciplinary collaboration necessary to support enhanced outcomes.
Based on the finding from this literature integration, we conclude with
recommendation and implication for research and practice.
......Valdez
et al., (2011) found that 1st grade student students with above
average depressive symptoms were at increased risk. (30%) found for law
academic achievement affect mental health and is manifested in internalizing
dis order (SULDO ET AL., 2014). As the author state.
The second possibility is that academic
engagement positively predicts SWB. Academic functioning is a key part of
students lives (Suldo, Gormley, Dupaul, & Anderson-Butcher, 2014.,) and
succers in school may students have that academic engagement was linked to
higher levels of well- being (lewis et al, 2011)Ng et al, 2015, Ouwwened, Le Blanc, & Schaulfeli,
2011., Rechy, Huebner, Appleton, & Antaramian 2008)...
We focused on two types of symptoms that
are prevalent among children and adolescents: externalizing problems that
respect an array aggressive and mile- breaking behaviors of depression such as
anhedonia and sadness (Twenty& Nolen-Hoeksena, 2002). Externalizing and
depressive symptoms interfere with garming academic competence (including
skills, attitudes and achievement, Suldo et al... 2014, which is a salient (Marten
et al ...2005).
Such
effort are occurring alongside a boarder movement of school based emotional
learning (SEL), which seeks to promote social, emotional and behavioral
competence vis-à-vis universal or targeted supports (Berry et al--. 2005., Lizuka
et al..., 2005). Focused on reducing in5ternalizing problems (i.e, anxiety and
depression) have been grossly under represented in the literature relative to initiative
targeting externalizing problems (i.e aggression and hyperactivity or impulsivity, for more on
this issue, see Suldo, Gormolyt, dupaul & Anderson- butcher, 2014).
Moreover,
there is a shortage of tier 2 (Targeted SEL intervention for student at risk
for social – emotional difficult, particularly those manifesting internalizing
symptoms (cook Volpe & Livinus 2010).
Schools are increasingly interested in
the screening, prevention, and treatment of internalizing problems school
functioning (Grills- Taquenchel, Fletcher, Vaughn, Denton, & Taylor, 2013;
Lalongo, Edelsohn, Werthermal 2014).
Academic
performance allows adolescents to gain scholastic competence and develop a
lasting commitment adult (Roeseret al, 2008). Students’ academic success is
reflected in proximal and distal measures of skills as well as in behavior’s
and attitudes that prootes achievement (Suldo, Gormy, Dupaul, & Anderson
Butcher 2014).
Accordingly,
we examined academic adjustment comprehensively through indicators of skills (performance
in courses) behavior (distal sign of behavioral) engagement namely school
attendant and receipt of officer discipline referrals (ODRS) for noncompliance
with school rules) and atitudes toward learning (i.e cognitive and affective engagement
as reflected in academic self-efficacy, Valuing of educating and
belongingness).
Workforce
development to increase the capacity of schools support student mental health
is spares and insufficiently interdisciplinary (Suldo, Gormley, Dupaul &
Anderson- Butcher, 2014).
Although
universal approaches such as PBIS provide an evidence based frame work of
school professional in practice designed to enhance effective discipline and
improve student behavior, programs directed at students who are already
experiencing mental health symptoms are generally left to dedicate health care
staff, who are invariably in limited supply.
Instead,
parents and educators often judge school success by the Child’s grades and how
well the child follows school rules and gets along with teachers and peers on a
daily basis. Thus, in addition to using teachers rating scales as a criterion,
we selected indicators of school success with high ecological validity (suldo
et al, 2014). Namely, student grades i.e grade point average [GPA] and daily social
and behaviors functioning according to the daily level achieved support
(SW-PSS) programs (e.g, green, yellow, or red) level were considered critical
outcomes.