Equity in School-Based Mental Health and Academic Achievement for Elementary Students in Pima County, Arizona: A Comparative Study

Abstract

In Arizona, students with disabilities who receive special education services perform below national averages on state standardized assessments. Research shows that school-based mental health (SBMH) services can improve academic achievement for students with disabilities as well as their peers. Scholars have called for more evidence on student level academic outcomes related to SBMH provision and research that explores SBMH provision as a contextual factor that can be leveraged to improve educational gains. The purpose of this research was to explore if SBMH provider staffing was associated with academic outcomes for 4th – 6th grade students on the state assessment for English language arts (ELA) and math. Students with disabilities receiving special education services, historically marginalized students, and general education students were the focus of this cross-sectional observational study of Pima County public elementary schools. Regression analyses were conducted using average growth scores collected from school report cards from the 2022-2023 school year and the employment status of SBMH providers at each school site. The regression models adjusted for grade range, free and reduced lunch eligibility, ratio of providers to students, teacher to student ratio, and race. Results suggest that the number of SBMH professionals is positively associated with improved math academic achievement for all students (B = 2.94, SE = 1.32, β = .34, p = .03). For students receiving special education services, the ratio of SBMH providers to students was associated with improved outcomes on the ELA assessment (B = 4.50, SE = 1.31, β = .36, p =.001). For students identified as economically disadvantaged, SBMH providers were positively associated with improved outcomes on the ELA assessment (B = 2.79, SE = 1.22, β= .26, p = .025) and the ratio of providers to students was also statistically significant (B = 2.41, SE = .93, β = .28, p = .012) and positively associated with improved outcomes. Interaction effects based on historically marginalized status are further discussed with noticeable effects for schools with a high percentage of American Indian or Alaska Native students, Black or African American students, and students eligible for free and reduced lunch. This study analyzed the relationship between academic growth scores on the state assessment and SBMH provider staffing as well as ratio of providers to students and associations with academic achievement. Policy makers can promote academic success for youth in southern Arizona by prioritizing and supporting their mental health needs and ensuring they receive timely care.