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Building School Behavioral Health Capacity: A Scoping Review of Evidence-Based Ingredients Delivered by
Bailey R Dow1, Savannah B Simpson1, Samuel D McQuillin1
1Department of Psychology, University of South Carolina, Columbia, SC 29208, USA.
Behavioral Sciences (Basel, Switzerland)
|June 26, 2026
Summary
School staff can effectively deliver mental health coping skills to youth, improving wellbeing. This approach supports youth mental health by leveraging evidence-based ingredients delivered by paraprofessionals in schools.
Area of Science:
- Child and Adolescent Psychology
- School Mental Health
- Evidence-Based Interventions
Background:
- Youth mental health challenges are rising, with limited access to formal care.
- Coping skills are crucial for improving youth mental health and wellbeing.
- School personnel are uniquely positioned to deliver mental health support to students.
Purpose of the Study:
- To review literature on social-emotional evidence-based ingredients delivered by paraprofessionals.
- To explore the application of these ingredients in school behavioral health settings.
- To identify effective strategies for supporting youth mental health in schools.
Main Methods:
- Scoping review of PsycINFO and PubMed databases.
- Screening of 200 titles/abstracts and 46 full-text articles.
- Data synthesis using the RE-AIM framework from 19 included studies.
Main Results:
- Identified 17 evidence-based ingredients (e.g., mindfulness, cognitive restructuring).
- Paraprofessionals (teachers, caregivers) delivered these ingredients with training and supervision.
- 13 studies reported significant improvements in anxiety, depression, and wellbeing outcomes.
Conclusions:
- Paraprofessionals can feasibly and effectively deliver evidence-based mental health ingredients.
- Task-shifting these ingredients is a scalable approach for school behavioral health.
- Supports integrating mental health support within existing school systems.
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