Clinical Trial Details
— Status: Enrolling by invitation
Administrative data
| NCT number |
NCT05450094 |
| Other study ID # |
IRB202200678 |
| Secondary ID |
|
| Status |
Enrolling by invitation |
| Phase |
N/A
|
| First received |
|
| Last updated |
|
| Start date |
November 1, 2022 |
| Est. completion date |
February 28, 2027 |
Study information
| Verified date |
May 2023 |
| Source |
University of Florida |
| Contact |
n/a |
| Is FDA regulated |
No |
| Health authority |
|
| Study type |
Interventional
|
Clinical Trial Summary
The purpose of this study is to compare two versions of school-based mental health screening
to improve the receipt of mental health services among elementary school students.
Description:
School-based mental health (SBMH) is a critical pathway for accessing mental health services
for African American/Black (AAB) youth who experience the greatest gap in unmet mental health
need in comparison to their White, non-Hispanic peers, but are twice as likely to access
mental health services in schools as outpatient or specialty clinics. Unfortunately, AAB
children's access to SBMH is dependent on school intervention team decision making, which
often involves consideration of factors other than student need. School personnel on
intervention teams disproportionately attribute AAB youth's behavior problems as disciplinary
issues rather than mental health needs, reducing the likelihood AAB students receive SBMH
services. Consistent with the empirical literature, patient families and stakeholders
recommend universal mental health screening to better identify AAB children with mental
health needs and enhancements to address unintentional racial biases and poor mental health
literacy of school personnel making intervention referral decisions. Thus, we will evaluate
the comparative effectiveness of the SBMH delivery system enhanced with screening to a
package of enhancements implemented with screening in SBMH to increase the likelihood AAB
students receive the services they critically need. The enhancements include three
components: (1) unintentional racial bias training and (2) mental health literacy training
for voluntary school team members, and (3) a refinement to school teams' data-based
decision-making process in which they also voluntarily review screening, mental
referral/receipt, and discipline data disaggregated by race/ethnicity to identify and problem
solve system-level inequities. We will test both whether and how (i.e., mediational analyses
of causal pathway including knowledge, attitudinal, and behavioral observation of
unintentional bias and mental health literacy) these enhancements impact student-level
intervention and disciplinary referral outcomes. In a mixed method process evaluation and
comparative analysis, we will also examine school-level contextual factors (i.e., team member
tenure, pre-intervention discipline rates, racial/ethnic and socioeconomic composition of
student body, and perceptions of intervention impact and acceptability) and implementation
outcomes (i.e., fidelity, dosage/exposure, and reach).
