Creating Buy-In and Support for School Mental Health Screening

Implementing universal mental health screening in schools requires strong buy-in from stakeholders. To build support, schools must highlight the benefits, align efforts with existing initiatives, and address potential barriers. To gain support from community members, staff, parents, and students, tailor your messaging to each group. Community stakeholders may value the long-term benefits of improved mental health on workforce readiness, while staff may appreciate more efficient means of identifying students with needs and better student engagement. Parents and students will likely support efforts that lead to early identification of social/emotional concerns, and stronger support systems. 

Making the Case for School Mental Health Screening 

• Demonstrate Impact – Emphasize how mental health screening improves academic performance, behavior, and overall student well-being. 
• Use Local Data – Show how mental health concerns affect students in your district and the need for early intervention. 
• Tailor Messaging to Stakeholders – 
  • Community members: Stress the long-term benefits for workforce readiness and public health. 
  • Staff: Highlight how early identification reduces classroom disruptions and staff burnout. 
  • Parents and students: Emphasize access to early support and better academic and emotional outcomes. 

Aligning with Existing Initiatives 

Mental health screening should complement existing initiatives like PBIS, SEL, and trauma-sensitive school programs. Framing screening as a way to strengthen these efforts rather than as an additional burden can help secure support. Rather than presenting mental health screening as an extra burden, integrate it into programs already in place. 

Assessing Needs and Resources 

Before implementation, evaluate available resources, including staff expertise, technology, and initial funding. Identify gaps in professional development, staffing, and policies, then advocate for necessary resources. 

• Existing Resources: 
  • Staff with expertise in data analysis and mental health 
    
  • Technology to administer and track screenings
    
  • Initial funding and grants 
• What’s Needed: 
  • Professional development to train staff 
    
  • Additional staffing or mental health professionals 
    
  • Policies to ensure ethical screening and follow-up care 

Addressing Barriers and Moving Forward 

Common challenges include funding, staffing, time constraints, and readiness to provide follow-up services. Securing sustainable funding, prioritizing professional development, and ensuring clear implementation support can help address these obstacles. Potential challenges must be acknowledged and addressed: 

• Secure sustainable funding through grants or district budget allocation.
• Prioritize professional development to ensure staff confidence and competence.
• Develop a clear implementation plan that includes follow-up support for students in need. 

By demonstrating the benefits, aligning with district priorities, and proactively addressing concerns, schools can create a sustainable and effective mental health screening system that supports student success. Knowing these key features of creating buy-in for your district, let’s review potential guiding questions you can ask of your district to gauge implementation. 

Guiding Questions 

Based on what we just covered, here are some guiding questions to help your district implement efforts to secure buy-in. 

1. How does mental health screening align with your district’s existing priorities and initiatives (PBIS, SEL, trauma-sensitive practices)? 
2. What data do we have on student mental health concerns, and how can we use it to justify and inform our screening efforts? 
3. What resources (staff expertise, funding, technology) do we currently have, and what additional supports are needed for successful implementation? 
4. How are we engaging key stakeholders—community members, staff, parents, and students—to build buy-in and address concerns? 
5. What follow-up services and interventions are in place to support students identified through screening, and how can we ensure sustainability? 

References 

Crocker, J. (2025). Resources. Massachusetts School Mental Health Consortium. https://masmhc.org/resources/