UNVEILING UNIVERSAL MENTAL HEALTH SCREENING: SCHOOL PSYCHOLOGISTS’ PERSPECTIVES, PRACTICES, AND THE ROLE OF DEMOGRAPHICS
Abstract
The critical need to address mental health problems among children, combined with the increasing emphasis on universal mental health screening in school settings, underscores the importance of understanding demographic influences on these measures. This study examined the impact of demographic variables, particularly race and ethnicity, on the use, reliability, and validity of universal mental health screening tools. The Behavior Assessment System for Children, Third Edition Behavioral and Emotional Screening System (BASC-3 BESS) was used to collect screening data. Utilizing a mixed-methods approach, the research comprised two components. First, a survey, developed by the researcher, was administered to school psychologists to gather perceptions and insights regarding the implementation and use of universal screening measures. Second, an observational study was conducted in a suburban Midwestern school district to explore differences in BASC-3 BESS outcomes across racial and ethnic groups. The findings identified significant predictors of screening results and revealed national trends in the use of these tools. Implications for practice and recommendations for future research are discussed.