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Abstract
Concerns about the legitimacy, purposes, capability, and effectiveness of Pre-KindergartenGrade 12 public schools in the United States are expressed in virtually every sector of society. Although most of the reservations relate to academic achievement, there is increasing awareness of serious and pervasive problems related to student mental health. In response, initiatives to integrate mental health and education systems have been developed which include an expansion of the role of classroom teachers in augmenting mental health services along the continuum from prevention to focused intervention. After establishing a rationale for broadening teacher capacity, data on the mental health needs and characteristics of children and young people are provided, followed by a description of the (currently inadequate) school services required to support all students. Limitations in preparation of teachers to address current student needs are highlighted. We then propose an integrated, comprehensive mental health competencies curriculum framework, consisting of 34 specific dispositions (beliefs, values, and attitudes) and six domains of mental health knowledge and skills that we recommend for inclusion in pre-service and in-service professional preparation programs for all teachers in both general and special education. Finally, conclusions and suggestions for future directions are discussed.