Date of Award

12-2025

Document Type

Project

Degree Name

Master of Science in Special Education

Department

Special Education, Rehabilitation, and Counseling

First Reader/Committee Chair

Jemma Kim

Abstract

Schools play a significant role in the academic, behavioral, and social-emotional development of children. Students with disabilities have legal rights to all necessary support for their educational success, including mental health supports. School-based mental health and its implementation are a work in progress, facing many barriers, but the benefits speak for themselves. Research suggests that the use of a multi-tiered system of supports ensures equal and equitable interventions for all students, especially students with disabilities. This literature review analyzes 16 studies regarding school-based mental health, special education, students with disabilities, and the MTSS framework. Support students' mental health, regardless of diagnosis, increased academic success, social-emotional understanding, and decreased challenging behaviors. Programs in many districts are in the developmental stages and are often underfunded, and staff lack sufficient support and proper training. Collaboration is crucial, and the uses of tiered interventions assist educators in placing students in the most appropriate supports based on individualized need.

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