Prioritizing partnerships in school-based implementation research and practice: Applying the ACCESS model.

Area of Science:

• Child and Adolescent Psychology
• Educational Psychology
• Public Health

Background:

• Schools are crucial for delivering mental health services to youth, particularly those from underserved communities.
• Implementing evidence-based practices (EBPs) in schools faces persistent barriers for chronically underserved youth.
• Strong school-community partnerships are vital for successful mental health service implementation in educational settings.

Purpose of the Study:

• To present the ACCESS model as a resource for school-partnered training and consultation in mental health.
• To offer a practical framework for implementing EBPs within the school context, contrasting with prior applications in community and inpatient settings.

Main Methods:

• The study outlines the ACCESS model, a practical framework for training and consultation in schools.
• The model guides partners through assessing and adapting content, initial training, consultation, evaluating fidelity, studying outcomes, and sustaining practices.
• Applications of the ACCESS model in underserved school settings with educators and service providers are described.

Main Results:

• The ACCESS model provides a structured approach to implementing EBPs in schools.
• It facilitates school-academic partnerships to support mental health service delivery in underserved schools.
• The model offers concrete guidance and examples for psychologists and educators.

Conclusions:

• The ACCESS model serves as a practical roadmap for school-partnered EBP implementation.
• It emphasizes the importance of school-academic partnerships in supporting underserved schools.
• The model aims to enhance the delivery of mental health services to youth in school settings.