Improving PreK-12 Student Outcomes Through School-Based Mental Health: Evidence from a Quasi-Experimental Study

• In Event: AERA Roundtable Session Wednesday 11:45 am - Gold 3
  In Roundtable Session: School-Based Mental Health and Restorative Practices for Student Success

Abstract

This study evaluates the impact of school-based mental health (SBMH) services on student well-being and attendance in a large Midwestern school district. Using ESSER funds, the district partnered with community providers to deliver in-person therapy. A quasi-experimental design was employed with inverse propensity score weighting and multilevel modeling to assess the effects of SBMH participation on unexcused absences and mental health. While we did not observe an overall effect on student attendance, students receiving 20+ therapy sessions had significantly fewer unexcused absences. Self-reported SDQ scores also showed meaningful improvement. Findings support the value of sustained, high-dosage SBMH services for mental health outcomes and offer actionable evidence for policymakers and educators in addressing absenteeism.

Authors

• Elizabeth L. Adams, American Institutes for Research

• Maria Dracopoli, American Institutes for Research

• Matthew J. Farmer, American Institutes for Research

• Marc C. Sanders, Milwaukee Public Schools

• Travis Pinter, Milwaukee Public Schools

• Rachel Chamberlain, American Institutes for Research