Bridging the Gap: Implementing a Multi-Stakeholder Approach to Enhance Mental Health and Social Service Initiatives in a Rural School District

This action research project explores the critical issue of student mental health challenges, which have been exacerbated by the COVID-19 pandemic, within the Tussey Mountain School District, in rural Pennsylvania. In this school and on the national scale, rising rates of depression, anxiety, and suicidal ideation reported have negatively impacted student achievement as well as overall wellbeing. This study aimed to investigate stakeholder perceptions regarding the efficacy and accessibility of district-initiated mental health and social service programs (such as the Chill Project), identify barriers to service delivery, and assess the school's role in supporting student mental health. Specifically, this action research project investigated: 1) the impact on self-reported risk and protective factors before and after program implementation; 2) effective strategies and existing barriers for students accessing mental health services; and 3) the impact on parent perceptions regarding program availability. A mixed-methods approach was utilized, using surveys, interviews, discipline data, and Chill Room usage data. This research aimed to inform programming improvements and refine the school's role in addressing adolescent mental health needs in this rural Pennsylvania district. Findings of the study indicated a significant reduction in student-reported risk factors, as well as an increase in positive connection to the school community and other specific protective factors. Among the parent group, there was significant variance in perceptions. Parent surveys indicated general support for mental health services in schools but also highlighted concerns about communication and clarity regarding program specifics. These results will be used to impact district programming recommendations moving forward.