Abstract
Promoting children’s mental health in education environments has many advantages. In the United States, preschool education and the care of children are not organized or consistent across jurisdictions or income levels. Consequently, the first time society pays attention to the development of children in an organized way is when they enter kindergarten or grade one. Therefore, the investment in promoting children’s mental health, which is critical to child development and to society, can be universally supported by the educational system. The goal of this chapter is to highlight approaches to strengthening educational systems for the promotion of mental health from implementation and scaling research and systems science perspectives. We introduce theoretical and practical frameworks that incorporate both perspectives and deduce strategies for creating enabling contexts for promoting children’s mental health in educational environments.
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Acknowledgments
The content of this chapter is greatly influenced by our colleagues Caryn Ward and Kathleen Ryan Jackson who do the work of implementation and scaling and by Herbert Peterson and Jomana Haidar who support the introduction of implementation science in new fields.
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Fixsen, D., Lich, K.H., Schultes, MT. (2018). Shifting Systems of Care to Support School-Based Services. In: Leschied, A., Saklofske, D., Flett, G. (eds) Handbook of School-Based Mental Health Promotion. The Springer Series on Human Exceptionality. Springer, Cham. https://doi.org/10.1007/978-3-319-89842-1_4
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