Framework of Core Competencies for Interdisciplinary School Mental Health Collaboration

Area of Science:

• Educational Psychology
• Public Health
• Social Work

Background:

• School mental health professionals (SMHPs) face challenges in collaboration due to role ambiguity and inconsistent training.
• Effective interdisciplinary collaboration is crucial for addressing complex student needs in K-12 settings.
• A lack of consensus-based competencies hinders seamless teamwork among SMHPs.

Purpose of the Study:

• To identify and establish core competencies for effective interdisciplinary collaboration among SMHPs in K-12 schools.
• To develop a consensus-based framework to guide the practice and training of school mental health professionals.
• To enhance the coordination and equity of mental health services within educational environments.

Main Methods:

• A three-round Delphi study involving 47 school mental health professionals (counselors, psychologists, social workers, therapists).
• Systematic rating and refinement of identified competencies by study participants.
• Multi-step qualitative analysis to synthesize competencies into higher-order domains.

Main Results:

• Consensus achieved on 151 competencies across four key themes: communication/relationship-building, collaborative leadership/team functioning, professionalism/critical thinking, and cultural competence/equity.
• The identified competencies emphasize both interpersonal skills and structural elements for coordinated, student-centered collaboration.
• The framework highlights the importance of a student-centered mindset and culturally responsive practices.

Conclusions:

• A practitioner-informed, consensus-based framework for SMHP collaboration has been established.
• This framework provides essential guidance for policy development, professional training, and organizational structures in school mental health.
• Implementation of these competencies can strengthen teams, promote equity, and improve mental health service delivery in K-12 schools.