Integrated Mental Health Leads to Better School Performance
New research conducted by Boston Medical Center and Boston University School of Public Health highlights the positive effects of integrated mental health care on children's well-being and academic performance. The study, published in the Journal of Developmental & Behavioral Pediatrics, focused on 6-12-year-old children receiving integrated behavioral health care at three federally qualified health centers (FQHCs) that implemented the TEAM UP Model of care.
The study included 51 children in Massachusetts, and over a 12-month period, it observed significant improvements in the children's mental health symptoms, health-related quality of life, and school-related functional outcomes. The TEAM UP Model, developed by Boston Medical Center and seven FQHCs, aims to provide high-quality, trauma-responsive, integrated behavioral healthcare in underserved communities. These FQHCs typically serve racially and ethnically diverse populations, patients with limited English proficiency, and those living below the federal poverty level.
The research addresses the substantial unmet mental health needs among children, particularly in historically marginalized communities and low-income families. By fully integrating behavioral health care into primary care at FQHCs, the TEAM UP Model offers a promising solution.
One significant finding of the study is the association between improved mental health and enhanced school attendance. It suggests that addressing mental health issues can positively impact a child's school functioning.
The researchers, including Dr. Chris Sheldrick and Dr. Jihye Kim, hope that their findings will encourage more FQHCs to adopt integrated behavioral health services in their pediatric primary care practices. Megan Bair-Merritt, Chief Scientific Officer at Boston Medical Center, emphasized the potential positive impact of behavioral integration on children's mental health, quality of life, and school-related functioning, particularly considering the challenges posed by the COVID-19 pandemic. Life, and school-related functioning, particularly considering the challenges posed by the COVID-19 pandemic.
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