Transforming School Mental Health Services Based on a Culturally Responsible Dual-Factor Model

REFERENCES

• American Psychiatric Association. (2021). Historical Addendum to APA’s apology to black, indigenous and people of color for its support of structural racism in psychiatry. https://www.psychiatry.org/newsroom/historical-addendum-to-apa-apology
   Google Scholar
• American Psychological Association. (2012). Ethnic and racial disparities in education: Psychology’s contributions to understanding and reducing disparities. https://www.apa.org/ed/resources/racial-disparities
   Google Scholar
• Arora, P. G., & Algios, A. (2019). School-based mental health for Asian American immigrant youth: Perceptions and recommendations. Asian American Journal of Psychology, 10(2), 166–181. https://doi.org/10.1037/aap0000142
   Google Scholar
• Astell-Burt, T., Maynard, M. J., Lenguerrand, E., & Harding, S. (2012). Racism, ethnic density and psychological well-being through adolescence: Evidence from the determinants of adolescent social well-being and health longitudinal study. Ethnicity & Health, 17(1–2), 71–87. https://doi.org/10.1080/13557858.2011.645153
   Google Scholar
• Barrett, C. A. (2018). It’s always about the children. CAB Publishing Co.
   Google Scholar
• Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529. https://doi.org/10.1037//0033-2909.117.3.497
   Google Scholar
• Benson, P. L. (2006). All kids are our kids: What communities must do to raise caring and responsible children and adolescents (2nd ed.). Jossey-Bass.
   Google Scholar
• Blake, J. J., Graves, S., Newell, M., & Jimerson, S. R. (2016). Diversification of school psychology: Developing an evidence base from current research and practice. School Psychology Quarterly : The Official Journal of the Division of School Psychology, American Psychological Association, 31(3), 305–310. https://doi.org/10.1037/spq0000180
   Google Scholar
• Blake, J. J., Smith, D. M., Unni, A., Marchbanks, M. P., Wood, S., & Eason, J. M. (2020). Behind the eight ball: The effects of race and number of infractions on the severity of exclusionary discipline sanctions issued in secondary school. Journal of Emotional and Behavioral Disorders, 28(3), 131–143. https://doi.org/10.1177/1063426620937698
   Google Scholar
• Brackett, M. (2020, May 25). Rethinking gratitude on Memorial Day. Blog post. https://www.marcbrackett.com/re-thinking-gratitude-on-memorial-day/
   Google Scholar
• CASEL. (2017). Social and emotional competencies. http://www.casel.org/wp-content/uploads/2017/01/Competencies.pdf.
   Google Scholar
• Centers for Disease Control and Prevention. (2018). Youth risk behavior surveillance – United States, 2017. https://www.cdc.gov/mmwr/volumes/67/ss/ss6708a1.htm
   Google Scholar
• Centers for Disease Control and Prevention. (2020a, April 8). COVID-19 cases, hospitalization, and death by race/ethnicity. https://www.cdc.gov/coronavirus/2019-ncov/downloads/covid-data/hospitalization-death-by-race-ethnicity.pdf
   Google Scholar
• Centers for Disease Control and Prevention. (2020b, November 10). COVID-19 cases and deaths. https://covid.cdc.gov/covid-data-tracker
   Google Scholar
• Clauss-Ehlers, C. S., Serpell, Z. N., & Weist, M. D. (2012). Handbook of culturally responsive school mental health: Advancing research, training, practice, and policy. Springer Science & Business Media.
   Google Scholar
• Cokley, K., Cody, B., Smith, L., Beasley, S., Miller, I. S K., Hurst, A., Awosogba, O., Stone, S., & Jackson, S. (2014). Bridge over troubled waters. Phi Delta Kappan, 96(4), 40–45. https://doi.org/10.1177/0031721714561445
   Google Scholar
• Conoley, J. C., Powers, K., & Gutkin, T. B. (2020). How is school psychology doing: Why hasn’t school psychology realized its promise? School Psychology (Washington, D.C.), 35(6), 367–374. https://doi.org/10.1037/spq0000404
   Google Scholar
• CSNnews.com. (2020, February 28). Biden says he will send 35,000 to 60,000 more psychologists into American schools. https://www.cnsnews.com/article/national/cnsnewscom-staff/biden-says-he-will-send-35000-60000-more-psychologists-american
   Google Scholar
• Cummings, J. R., Ponce, N. A., & Mays, V. M. (2010). Comparing racial/ethnic differences in mental health service use among high-need subpopulations across clinical and school-based settings. The Journal of Adolescent Health : Official Publication of the Society for Adolescent Medicine, 46(6), 603–606. https://doi.org/10.1016/j.jadohealth.2009.11.221
   Google Scholar
• de Brey, C., Musu, L., McFarland, J., Wilkinson-Flicker, S., Diliberti, M., Zhang, A., Branstetter, C., Wang, X. (2019). Status and trends in the education of racial and ethnic groups 2018 (NCES 2019-038). U.S. Department of Education, National Center for Education Statistics. https://nces.ed.gov/pubsearch/
   Google Scholar
• Doll, B. (in press). Integrating assessment into school environments to promote students’ psychological well-being. In M. Furlong, K. Allen, & D. Vella-Brodrick (Eds.), Handbook of positive psychology in schools (2nd ed.). Taylor and Francis.
   Google Scholar
• Doll, B., Brehm, K., & Zucker, S. (2014). Resilient classrooms: Creating healthy environments for learning (2nd ed.). Guilford Press.
   Google Scholar
• Doll, B., & Lyon, M. (1998). Risk and resilience: Implications for the delivery of educational and mental health services in the schools. School Psychology Review, 27(3), 348–363. https://doi.org/10.1080/02796015.1998.12085921
   Google Scholar
• Doll, B., Nastasi, B. K., Cornell, L., & Song, S. Y. (2017). School-based mental health services: Definitions and models of effective practice. Journal of Applied School Psychology, 33(3), 179–194. https://doi.org/10.1080/15377903.2017.1317143
   Google Scholar
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Schellinger, K. B., & Taylor, R. D. (2011). The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions . Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
   Google Scholar
• Elias, M. J., Powlo, E. R., Lorenzo, A., & Eichert, B. (2021). Adopting a trauma informed approach to social–emotional learning. In P. J. Lazarus, S. Suldo, & B. Doll (Eds.), Fostering the emotional well-being of our youth: A school-based approach (pp. 96–116). Oxford University Press.
   Google Scholar
• Erchul, W. P., & Sheridan, S. M. (2014). Overview: The state of scientific research in school consultation. In W. P. Erchul & S. M. Sheridan (Eds.), Handbook of research in school consultation (2nd ed., pp. 3–17). Routledge.
   Google Scholar
• Fagan, T. K., & Wise, P. S. (2007). School psychology: Past, present and future (3rd ed.). National Association of School Psychologists.
   Google Scholar
• Frisby, C. L., & Henry, B. (2016). Science, politics, and best practice: 35 years after Larry P. Contemporary School Psychology, 20(1), 46–62. https://doi.org/10.1007/s40688-015-0069-3
   Google Scholar
• Furlong, M. J., You, S., Renshaw, T., Smith, D. C., & O’Malley, M. D. (2014). Preliminary development and validation of the social and emotional health survey for secondary school students. Social Indicators Research, 117(3), 1011–1032. https://doi.org/10.1007/s11205-013-0373-0
   Google Scholar
• Gomez, A. (2015, August 25). Study finds higher expulsion rates for Black students in south. PBS NewsHour. https://www.pbs.org/newshour/education/study-finds-higher-expulsion-rates-black-students-south
   Google Scholar
• Gore, F. M., Bloem, P. J. N., Patton, G. C., Ferguson, J., Joseph, V., Coffey, C., Sawyer, S. M., & Mathers, C. D. (2011). Global burden of disease in young people aged 10–24 years: A systematic analysis. Lancet (London, England), 377(9783), 2093–2102. https://doi.org/10.1016/S0140-6736(11)60512-6
   Google Scholar
• Grapin, S. L., Lee, E. T., & Jaafar, D. (2015). A multilevel framework for recruiting and supporting graduate students from culturally diverse backgrounds in school psychology programs. School Psychology International, 36(4), 339–357. https://doi.org/10.1177/0143034315592270
   Google Scholar
• Guterres, A. (2020, May 21). We need to take action to address the mental health crisis in this pandemic. Time. https://time.com/5839553/un-action-mental-health-crisis/
   Google Scholar
• Harris, B., & Plucker, J. (2014). Achieving equity and excellence: The role of school mental health providers in shrinking excellence gaps. Gifted Child Today, 37(2), 111–118. https://doi.org/10.1177/1076217514520967
   Google Scholar
• Hemenway, D. (2004). Private guns: Public health. University of Michigan Press.
   Google Scholar
• Homer, E. M., & Fisher, B. W. (2020). Police in schools and student arrest rates across the United States: Examining differences by race, ethnicity, and gender. Journal of School Violence, 19(2), 192–204. https://doi.org/10.1080/15388220.2019.1604377
   Google Scholar
• Hook, J. N., Davis, D. E., Owen, J., Worthington, E. L., Jr., & Utsey, S. O. (2013). Cultural humility: Measuring openness to culturally diverse clients. Journal of Counseling Psychology, 60(3), 353–366. https://doi.org/10.1037/a0032595
   Google Scholar
• Horsford, S. D., Cabral, L., Touloukian, C., Parks, S., Smith, P. A., McGhee, C., Qadir, F., Lester, D., Jacobs, J. (2021). Black education in the wake of COVID-19 and systemic racism: Toward a theory of change and action. Black Education Research Collective. Teachers College, Columbia University. https://www.tc.columbia.edu/media/centers/berc/Final-BERC-COVID-Report-20July2021.pdf
   Google Scholar
• Hughes, T., & Malone, C. M. (2021). Engaging in political leadership and public policy advocacy. In R. Floyd & T. Eckert (Eds.), Handbook of university and professional careers in school psychology (pp. 482–492). Routledge.
   Google Scholar
• Institute of Public Health. (1988). The future of public health. National Academy Press.
   Google Scholar
• Ivey, A. E., D’Andrea, M. J., & Ivey, M. B. (2012). Theories of counseling and psychotherapy: A multicultural perspective (7th ed.). Sage.
   Google Scholar
• Jaramillo, J., Mello, Z. R., & Worrell, F. C. (2016). Ethnic identity, stereotype threat, and perceived discrimination among Native American adolescents. Journal of Research on Adolescence : The Official Journal of the Society for Research on Adolescence, 26(4), 769–775. https://doi.org/10.1111/jora.12228
   Google Scholar
• Jones, J. (2014). Best practices in providing culturally responsive interventions. In P. L. Harrison & A. Thomas (Eds.), Best practices in school psychology: Foundations (pp. 49–60). National Association of School Psychologists.
   Google Scholar
• Jones, J., & Miranda, A. H. (2021). Building culturally responsive schools: A model based on the Association for Supervision and Curriculum Development’s whole child approach. In P. J. Lazarus, S. Suldo, & B. Doll (Eds.), Fostering the emotional well-being of our youth: A school-based approach (pp. 61–78). Oxford University Press.
   Google Scholar
• Kamphaus, R. W., Reynolds, C. R., & Dever, B. V. (2014). Behavioral and mental health screening. In R. J. Kettler, T. A. Glover, C. A. Albers, & K. A. Feeney-Kettler (Eds.), Universal screening in educational settings: Evidence-based decision making for schools (pp. 249–274). American Psychological Association.
   Google Scholar
• Kataoka, S. H., Zhang, L., & Wells, K. B. (2002). Unmet need for mental health care among US children: Variation by ethnicity and insurance status. The American Journal of Psychiatry, 159(9), 1548–1555. https://doi.org/10.1176/appi.ajp.159.9.1548
   Google Scholar
• Keyes, C. L. M. (2005). Mental illness and/or mental health? Investigating axioms of the complete state model of health. Journal of Consulting and Clinical Psychology, 73(3), 539–548. https://doi.org/10.1037/0022-006X.73.3.539
   Google Scholar
• Kiang, L., Witkow, M. R., & Thompson, T. L. (2016). Model minority stereotyping, perceived discrimination, and adjustment among adolescents from Asian American backgrounds. Journal of Youth and Adolescence, 45(7), 1366–1379. https://doi.org/10.1007/s10964-015-0336-7
   Google Scholar
• La Salle, T. P., Wang, W., Wu, C., & Rocha Neves, J. (2020). Racial mismatch among minoritized students and white teachers: Implications and recommendations for moving forward. Journal of Educational and Psychological Consultation, 30(3), 314–343. https://doi.org/10.1080/10474412.2019.1673759
   Google Scholar
• Lazarus, P., & Cash, R. E. (2021). Afterword: We must be champions for the emotional well-being of our youth. In P. J. Lazarus, S. Suldo & B. Doll (Eds.), Fostering the emotional well-being of our youth: A school-based approach (pp. 525–534). Oxford University Press.
   Google Scholar
• Lazarus, P., Suldo, S., & Doll, B. (2021). Introduction. Are our youth all right? In P. J. Lazarus, S. Suldo & B. Doll (Eds.), Fostering the emotional well-being of our youth: A school- based approach (pp. 1–19). Oxford University Press.
   Google Scholar
• Lazarus, P. J., & Sulkowski, M. L. (2011). The emotional well-being of our nation’s youth and the promise of ­social–emotional learning. Communiqué, 40(2), 1, & 16–17.
   Google Scholar
• Lazarus, P. J., & Sulkowski, M. L. (2020). School psychology in the time of COVID19: Voices from the field. Communiqué, 48(8), 1–25.
   Google Scholar
• Leverett, P., & Song, S. Y. (2021). The effect of program mission on students: Developing a program assessment system for social justice training. School Psychology Training and Pedagogy, 38(1), 71–95. https://www.sptpjournal.org
   Google Scholar
• Luthar, S. S., & Eisenberg, N. (2017). Resilient adaptation among at-risk children: Harnessing science toward maximizing salutary environments. Child Development, 88(2), 337–349. https://doi.org/10.1111/cdev.12737
   Google Scholar
• Masten, A. S., Lucke, C. M., Nelson, K. M., & Stallworthy, I. C. (2021). Resilience in development and psychopathology: Multisystem perspectives. Annual Review of Clinical Psychology, 17, 521–516.29. https://doi.org/10.1146/annurev-clinpsy-081219-120307
   Google Scholar
• McCarter, S., Venkitasubramanian, K., & Bradshaw, K. (2020). Addressing the school to prison pipeline: Examining micro-and macro-level variables that affect school disengagement and subsequent felonies. Journal of Social Service Research, 46(3), 379–393. https://doi.org/10.1080/01488376.2019.1575323
   Google Scholar
• McNamara, K. M., Walcott, C. M., Hyson, D. (2019). Results from the NASP 2015 Membership Survey, Part Two: Professional practices in school psychology [Research Report]. National Association of School Psychologists. https://www.nasponline.org/research-and-policy/nasp-research-center/nasp-research-reports
   Google Scholar
• Mendenhall, E. (2016). Beyond comorbidity: A critical perspective of syndemic depression and diabetes in cross-cultural contexts. Medical Anthropology Quarterly, 30(4), 462–478. https://doi.org/10.1111/maq.12215
   Google Scholar
• Mendenhall, E. (2020). The COVID-19 syndemic is not global: Context matters. Lancet (London, England), 396(10264), 1731. https://doi.org/10.1016/S0140-6736(20)32218-2
   Google Scholar
• Merikangas, K. R., He, J., Burstein, M., Swanson, S. A., Avenevoli, S., Cui, L., Benjet, C., Georgiades, K., & Swendsen, J. (2010). Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication-Adolescent Supplement (NCS-A). Journal of the American Academy of Child and Adolescent Psychiatry, 49(10), 980–989. https://doi.org/10.1016/j.jaac.2010.05.017
   Google Scholar
• Merikangas, K. R., He, J., Burstein, M. E., Swendsen, J., Avenevoli, S., Case, B., Georgiades, K., Heaton, L., Swanson, S., & Olfson, M. (2011). Service utilization for lifetime mental disorders in U.S. adolescents: Results of the national comorbidity Survey-Adolescent Supplement (NCS-A)). Journal of the American Academy of Child and Adolescent Psychiatry, 50(1), 32–45. https://doi.org/10.1016/j.jaac.2010.10.006
   Google Scholar
• Miller, D. (2011). Child and adolescent suicidal behavior: School-based prevention, assessment and intervention. Guilford Press.
   Google Scholar
• Moore, J. L., III, Henfield, M. S., & Owens, D. (2008). African-American males in special education. Their attitudes and perceptions toward high school counselors and school counseling services. American Behavioral Scientist, 51(7), 907–927. https://doi.org/10.1177/0002764207311997
   Google Scholar
• Morgan, P. L., Farkas, G., Cook, M., Strassfeld, N. M., Hillemeier, M. M., Pun, W. H., & Schussler, D. L. (2017). Are Black children disproportionately overrepresented in Special Education: A best-evidence synthesis. Exceptional Children, 83(2), 181–198. https://doi.org/10.1177/0014402916664042
   Google Scholar
• Murthy, V. (2020). Together: The healing power of human connection in a sometimes lonely world. HarperCollins.
   Google Scholar
• Nastasi, B. K., Chittooran, M., (R.), M., Arora, P., & Song, S. (2020). Infusing global and intercultural perspectives to transform school psychology and school psychologists. School Psychology (Washington, D.C.), 35(6), 440–450. https://doi.org/10.1037/spq0000403
   Google Scholar
• National Academies of Sciences, Engineering, and Medicine. (2019). Fostering healthy mental, emotional, and behavioral development in children and youth: A national agenda. The National Academies Press. https://doi.org/10.17226/25201.
   Google Scholar
• National Association of School Psychologists. (2010, 2020). Model for comprehensive and integrated school psychological services. http://www.nasponline.org/standards/2010standards/2_PracticeModel.pdf
   Google Scholar
• National Association of School Psychologists. (2016). Addressing shortages in school psychology: Resource guide. http://www.nasponline.org/resources-and-publications/resources/school-psychology/shortages-in-school-psychology-resource-guide
   Google Scholar
• National Association of School Psychologists. (2021). NASP advocacy letters. https://www.nasponline.org/research-and-policy/advocacy
   Google Scholar
• Office of Special Education Programs. (2016). 38th Annual report to Congress on the Implementation of the Individuals with Disabilities Education Act. U. S. Department of Education, Office of Special Education and Rehabilitative Services. Office of Special Education Programs.
   Google Scholar
• Okonofua, J. A., Eberhardt, J. L. (2015). Two strikes: race and disciplining students. Psychological Science, 26, 617–624. https://www.jstor.org/stable/24544011
   Google Scholar
• Pearman, F. A., Curran, F. C., Fisher, B., & Gardella, J. (2019). Are achievement gaps related to discipline gaps? Evidence from national data. AERA Open, 5(4), 233285841987544–233285841987518. https://doi.org/10.1177/2332858419875440
   Google Scholar
• Pham, A. V., Lazarus, P., Costa, A., Dong, Q., & Bastian, R. (2020, October). Incorporating social justice advocacy and interdisciplinary collaborative training in the recruitment and retention of diverse graduate students. Contemporary School Psychology, 1–14. https://doi.org/10.1007/s40688-020-00322-9
   Google Scholar
• Proctor, S. L., Nasir, A., Wilson, T., Li, K., & Castrillon, P. (2018). Retention and persistence of African-American students in school psychology programs. Psychology in the Schools, 55(5), 506–522. https://doi.org/10.1002/pits.22124
   Google Scholar
• Proctor, S. L., & Romano, M. (2016). School psychology recruitment research characteristics and implications for increasing racial and ethnic diversity. School Psychology Quarterly : The Official Journal of the Division of School Psychology, American Psychological Association, 31(3), 311–326. https://doi.org/10.1037/spq0000154
   Google Scholar
• Radliff, K. M., & Hall, J. (2019). Prevention and wellness. In S. Y. Song, A. H. Miranda, K. M. Radliff, & D. Shriberg (Eds.), School psychology in a global society: Roles and functions (pp. 121–146). NASP Publications.
   Google Scholar
• Riddle, T., & Sinclair, S. (2019). Racial disparities in school-based disciplinary actions are associated with county-level rates of racial bias. Proceedings of the National Academy of Sciences of the United States of America, 116(17), 8255–8260. https://doi.org/10.1073/pnas.1808307116
   Google Scholar
• Roberts, S. O., & Rizzo, M. T. (2021). The psychology of American racism. The American Psychologist, 76(3), 475–487. https://doi.org/10.1037/amp0000642
   Google Scholar
• Rones, M., & Hoagwood, K. (2000). School-based mental health services: A research review. Clinical Child and Family Psychology Review, 3(4), 223–241. https://doi.org/10.1023/A:1026425104386
   Google Scholar
• Rossen, L. M., Branum, A. M., Ahmad, F. B., Sutton, P., & Anderson, R. N. (2020). Excess deaths associated with COVID-19, by age and race and Ethnicity - United States, January 26-October 3, 2020. MMWR. Morbidity and Mortality Weekly Report, 69(42), 1522–1527. https://doi.org/10.15585/mmwr.mm6942e2
   Google Scholar
• Russell, S. T., & Fish, J. N. (2016). Mental health in lesbian, gay, bisexual, and transgender (LGBT) youth. Annual Review of Clinical Psychology, 12, 465–487. https://doi.org/10.1146/annurev-clinpsy-021815-093153
   Google Scholar
• Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. The American Psychologist, 55(1), 5–14. https://doi.org/10.1037//0003-066X.55.1.5
   Google Scholar
• Shochet, I. M., Dadds, M. R., Ham, D., & Montague, R. (2006). School connectedness is an underemphasized parameter in adolescent mental health: Results of a community prediction study. Journal of Clinical Child and Adolescent Psychology : The Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 35(2), 170–179. https://doi.org/10.1207/s15374424jccp3502_1
   Google Scholar
• Smith, N. D. W., Suldo, S., M., Hearon, B. V., & Ferron, J. M. (2020). An application of the dual-factor model of mental health in elementary school children: Examining academic and social outcomes. Journal of Positive Psychology & Wellbeing, 4(1), 49–68. https://www.journalppw.com/index.php/JPPW/article/view/186
   Google Scholar
• Song, S. Y., Anderson, J., & Kuvinka, A. (2014). Best practices in conducting school-based action research. In P. L. Harrison & A. Thomas (Eds.), Best practices in school psychology: Foundations (pp. 257–264). National Association of School Psychologists.
   Google Scholar
• Song, S. Y., Miranda, A., Radliff, K., & Shriberg, D. (2019). School psychology in a global society: roles and functions. National Association of School Psychologists (NASP).
   Google Scholar
• Song, S., Wang, C., Espelage, D., Fenning, P., & Jimerson, S. R. (2020). COVID-19 and school psychology: Adaptations and new directions for the field. School Psychology Review, 49(4), 431–437. https://doi.org/10.1080/2372966X.2020.1852852
   Google Scholar
• Spencer, M. B., Noll, E., Stoltzfus, J., & Harpalani, V. (2001). Identity and school adjustment: Revisiting the “acting White” assumption. Educational Psychologist, 36(1), 21–30. https://doi.org/10.1207/S15326985EP3601_3
   Google Scholar
• Staples, B. (2014, March 28). At school, it matters if you’re Black or White. Taking Note. https://takingnote.blogs.nytimes.com/2014/03/28/at-school-it-matters-if-youre-black-or-white/
   Google Scholar
• Sue, D. W., Sue, D., Neville, H. A., & Smith, L. (2019). Counseling the culturally diverse: Theory and practice (8th ed.). Wiley.
   Google Scholar
• Suldo, S., & Doll, B. (2021). Conceptualizing youth mental health through a dual-factor model. In P. J. Lazarus, S. Suldo, & B. Doll (Eds.), Fostering the emotional well-being of our nation’s youth: A school-based approach (pp. 20–39). Oxford University Press.
   Google Scholar
• Suldo, S. M., Mariano, J. M., & Gilfix, H. (2021). Promoting students’ positive emotions, character and purpose. In P. J. Lazarus, S. Suldo, and B. Doll (Eds.), Fostering the emotional well-being of our nation’s youth: A school-based approach (pp. 282–312). Oxford University Press.
   Google Scholar
• Suldo, S., & Savage, J. (2016). The well-being promotion program: A selective intervention for adolescents. In S. Suldo (Ed.), Promoting student happiness: Positive psychology interventions in schools (pp. 64–86). Guilford Press.
   Google Scholar
• Suldo, S., & Shaffer, E. J. (2008). Looking beyond psychopathology: The dual-factor model of mental health in youth. School Psychology Review, 37(1), 52–68. https://doi.org/10.1080/02796015.2008.12087908
   Google Scholar
• Suldo, S. M., Thalji, A., & Ferron, J. (2011). Longitudinal academic outcomes predicted by early adolescents’ subjective well-being, psychopathology, and mental health status yielded from a dual-factor model. The Journal of Positive Psychology, 6(1), 17–30. https://doi.org/10.1080/17439760.2010.536774
   Google Scholar
• Sulkowski, M. L. (2016). The student homelessness crisis and the role of school psychology: Missed opportunities, room for improvement, and future directions. Psychology in the Schools, 53(7), 760–771. https://doi.org/10.1002/pits.21936
   Google Scholar
• Sulkowski, M. L., & Lazarus, P. J. (2017). Creating safe and supportive schools and fostering students’ mental health. Routledge.
   Google Scholar
• Sullivan, A. L. (2013). Understanding and addressing inequities in special education. In D. Shriberg, S. Y. Song, A. H. Miranda, & K. M. Radliff (Eds.), School psychology and social justice: Conceptual foundations and tools for practice (pp. 73–90). Routledge.
   Google Scholar
• U. S. Department of Education Office for Civil Rights. (2018). 2015–16 civil rights data collection: School climate and safety. https://www.ed.gov/news/press-releases/us-department-education-releases-2015-16-civil-rights-data-collection
   Google Scholar
• U. S. Department of Health and Human Services. (2000). Report of the Surgeon General’s Conference on Children’s Mental Health: A national action agenda. U. S. Department of Health and Human Services.
   Google Scholar
• Vella-Brodrick, D. A. (2016). Optimizing the art and science of well-being in schools. Communiqué, 45(1), 1, 29–31.
   Google Scholar
• Walker, T. (2018). Are schools ready to tackle the mental health crisis? neaToday, https://www.nea.org/advocating-for-change/new-from-nea/are-schools-ready-tackle-mental-health-crisis
   Google Scholar
• Worrell, F. C. (2014). Theories school psychologists should know: Culture and academic achievement. Psychology in the Schools, 51(4), 332–347. https://doi.org/10.1002/pits.21756
   Google Scholar
• Worrell, F. C., & Dixon, D. D. (2018). Recruiting and retaining underrepresented gifted students. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children (pp. 209–226). Springer International Publishing. https://doi.org/10.1007/978-3-319-77004-8_13
   Google Scholar
• Young, E. L., Moulton, S. E., Julian, A., Smith, A., & Butler, R. (2021). Retention and job satisfaction of school psychologists. Psychology in the Schools, 58(3), 585–600. https://doi.org/10.1002/pits.22465
   Google Scholar
• Zhang, L., Finan, L. J., Bersamin, M., & Fisher, D. A. (2020). Sexual orientation-based depression and suicidality health disparities: The protective role of school-based health centers. Journal of Research on Adolescence : The Official Journal of the Society for Research on Adolescence, 30(S1), 134–142. https://doi.org/10.1111/jora.12454
   Google Scholar