Abstract
The urgent need for reforms in the provision of child and adolescent mental health services was recently highlighted in the president’s New Freedom Commission on Mental Health Report, released in 2003. This report delineates the fragmented, frequently stigmatized, and under-resourced nature of mental health service provision in the United States; in addition, it lays the foundation for innovative models of prevention and intervention to promote healthy outcomes for youth. Like the Surgeon General’s document that preceded this commission’s report, the roles of school-based personnel as major sources of support for students were emphasized; further, the need to create innovative models and to improve the translation of science into practice was clearly articulated. The report illuminates the impact of mental health on children’s academic, health, and life success: “While schools are primarily concerned with education, mental health is essential to learning as well as to social and emotional development. Because of this important interplay between emotional health and school success, schools must be partners in the mental health care of our children” (President’s New Freedom Commission on Mental Health, 2003, p. 58).
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Axelrod, J. et al. (2004). Enhancing Student Resilience through Innovative Partnerships. In: Clauss-Ehlers, C.S., Weist, M.D. (eds) Community Planning to Foster Resilience in Children. Springer, Boston, MA. https://doi.org/10.1007/978-0-306-48544-2_21
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DOI: https://doi.org/10.1007/978-0-306-48544-2_21
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