# Track 03 -- Core Workflows / SOPs in Youth Mental Health Education

> Generated: 2026-05-24 | industry: Youth Mental Health Education | locale: global (EN ~70%, zh-CN ~25%)

## Source Manifest

| source_id | url | bucket | last_checked | author/host | one-line note |
|-----------|-----|--------|--------------|-------------|---------------|
| T03-S001 | https://pmc.ncbi.nlm.nih.gov/articles/PMC9307132/ | verified_primary | 2026-05-24 | PMC / School Psychology | .gov -- MH screening learning collaborative |
| T03-S002 | https://files.eric.ed.gov/fulltext/EJ1308530.pdf | verified_primary | 2026-05-24 | ERIC / IES | .gov -- universal screening primer for principals |
| T03-S003 | https://www.samhsa.gov/resource/dbhis/columbia-suicide-severity-rating-scale-c-ssrs | verified_primary | 2026-05-24 | SAMHSA | .gov -- C-SSRS resource page |
| T03-S004 | https://cssrs.columbia.edu/the-scale-in-action/schools/ | verified_primary | 2026-05-24 | Columbia Univ | .edu -- C-SSRS in schools |
| T03-S005 | https://nasponline.org/resources-and-publications/resources-and-podcasts/school-safety-and-crisis/mental-health-resources/preventing-youth-suicide/preventing-suicide-guidelines-for-administrators-and-crisis-teams | surrogate_primary | 2026-05-24 | NASP | association -- suicide prevention guidelines |
| T03-S006 | https://pg.casel.org/ruler-approach/ | surrogate_primary | 2026-05-24 | CASEL | association -- RULER program guide |
| T03-S007 | https://medicine.yale.edu/childstudy/services/community-and-schools-programs/center-for-emotional-intelligence/ruler/ | verified_primary | 2026-05-24 | Yale School of Medicine | .edu -- RULER program page |
| T03-S008 | https://ies.ed.gov/use-work/awards/evaluation-k-5-second-step-social-emotional-learning-program-and-bully-prevention-unit-impact-youth | verified_primary | 2026-05-24 | IES / Dept of Education | .gov -- Second Step evaluation |
| T03-S009 | https://edutopia.org/social-emotional-learning-history | surrogate_primary | 2026-05-24 | Edutopia | syllabus -- SEL history |
| T03-S010 | https://cfchildren.org | surrogate_primary | 2026-05-24 | Committee for Children | vendor docs -- Second Step publisher |
| T03-S011 | https://afsp.org/model-school-policy-on-suicide-prevention | surrogate_primary | 2026-05-24 | AFSP | association -- model suicide prevention policy |
| T03-S012 | https://panoramaed.com | surrogate_primary | 2026-05-24 | Panorama Education | vendor docs -- SEL/climate survey platform |
| T03-S013 | https://ies.ed.gov/rel-mid-atlantic/2025/01/consistent-implementation-multi-tiered-system-supports-fact-sheet | verified_primary | 2026-05-24 | IES REL Mid-Atlantic | .gov -- MTSS implementation fact sheet |
| T03-S014 | https://grants.nih.gov/grants/guide/notice-files/NOT-MH-24-165.html | verified_primary | 2026-05-24 | NIH / NIMH | .gov -- school MH innovation NOSI |
| T03-S015 | https://www.congress.gov/crs_external_products/R/PDF/R48740/R48740.2.pdf | verified_primary | 2026-05-24 | Congressional Research Service | .gov -- school-based MH intro for Congress |
| T03-S016 | https://pmc.ncbi.nlm.nih.gov/articles/PMC12027138/ | verified_primary | 2026-05-24 | PMC | .gov -- school MH program effectiveness |
| T03-S017 | https://sprc.org/resources/c-ssrs-columbia-suicide-severity-rating-scale-screener-training/ | surrogate_primary | 2026-05-24 | SPRC | association -- C-SSRS screener training |
| T03-S018 | https://pmc.ncbi.nlm.nih.gov/articles/PMC12854427/ | verified_primary | 2026-05-24 | PMC | .gov -- YMHFA scoping review |
| T03-S019 | https://journals.sagepub.com/doi/10.1177/10598405241293746 | surrogate_primary | 2026-05-24 | SAGE / Wachutka et al. | vendor docs -- YMHFA change initiative |
| T03-S020 | https://www.sciencedirect.com/science/article/pii/S221265702500011X | surrogate_primary | 2026-05-24 | Elsevier | vendor docs -- outcome measures systematic review |
| T03-S021 | https://journals.sagepub.com/doi/10.1177/20556365251358977 | surrogate_primary | 2026-05-24 | SAGE / Ben-Artzey | vendor docs -- MI + CBT integration in schools |
| T03-S022 | https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0322954&type=printable | surrogate_primary | 2026-05-24 | PLOS ONE | vendor docs -- parental involvement in school MH |
| T03-S023 | https://www.mdpi.com/2227-7102/14/3/336 | surrogate_primary | 2026-05-24 | MDPI Education Sciences | vendor docs -- family-school collaboration |
| T03-S024 | https://pmc.ncbi.nlm.nih.gov/articles/PMC11780817/ | verified_primary | 2026-05-24 | PMC | .gov -- screening and stigma in primary schools |
| T03-S025 | https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/SEL_Toolkit_%20ESTABLISH%20SCHOOLWIDE%20SEL%20SYSTEMS%20AND%20PRACTICES_S2.pdf | verified_primary | 2026-05-24 | DC OSSE | .gov -- SEL systems toolkit |
| T03-S026 | https://pmc.ncbi.nlm.nih.gov/articles/PMC12311842/ | verified_primary | 2026-05-24 | PMC | .gov -- school reintegration after psychiatric hospitalization |
| T03-S027 | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12732955/ | verified_primary | 2026-05-24 | PMC | .gov -- stakeholder attitudes toward screening |
| T03-S028 | https://pbis.org | surrogate_primary | 2026-05-24 | PBIS Center | association -- PBIS framework resources |

---

## Workflows Overview

| # | Workflow | Trigger | Output | Key Tools |
|---|---------|---------|--------|-----------|
| 1 | Universal Mental Health Screening (全校心理健康普筛) | Semester start / mid-year | Tiered student roster (green/yellow/red) | SDQ, PHQ-A, SAEBRS, Panorama |
| 2 | Student Crisis Response (个别学生危机干预) | Self-harm / suicidal ideation discovered | Safety plan + referral | C-SSRS, QPR, SafeTALK |
| 3 | SEL Curriculum Implementation (SEL 课程规划与实施) | Semester planning | Embedded SEL lessons in timetable | Second Step, RULER, MindUP |
| 4 | Classroom MH Lesson Design (班级心理主题课设计与教学) | Calendar event / incident trigger | Deliverable lesson plan + materials | Edutopia, Nearpod SEL |
| 5 | Individual Student Counseling (学生个案心理辅导) | Screening yellow/red / teacher referral | Intervention plan + progress notes | CBT-A, MI, solution-focused |
| 6 | Parent-School MH Communication (家校联动心理健康沟通) | Student issue identified / parent request | Collaborative action plan | Communication templates, parent MH literacy |
| 7 | Teacher MH Literacy Training (教师心理健康素养培训) | Start of year / continuing education | Training completion + gatekeeper skills | YMHFA, QPR, Mental Health First Aid |
| 8 | MTSS Framework Setup (MTSS/分层干预体系搭建) | School/district decision | Three-tier intervention system | PBIS, RTI, MTSS platform |
| 9 | Digital MH Tool Selection & Deployment (数字心理健康工具选型与部署) | Digital transformation initiative | Selected + deployed + monitored tools | Woebot, Wysa, Headspace Edu |
| 10 | MH Program Evaluation (心理健康教育项目评估) | End of semester/year | Effectiveness report + improvement plan | DESSA, SAEBRS, Panorama data |

---

### 1. Universal Mental Health Screening (全校心理健康普筛)

- **One-liner**: From unidentified student needs to a data-driven tiered roster that routes every student to the right level of support.
- **Trigger**: Semester start (fall/spring) or mid-year checkpoint; increasingly state-mandated (Illinois 2027-28 first US mandate). (evidence: [T03-S001], [T03-S002])
- **Output**: Tiered student list -- green (universal/Tier 1), yellow (targeted/Tier 2), red (intensive/Tier 3) -- plus aggregate prevalence data for resource planning.
- **入门 SOP**: 1. Assemble screening team (counselor, admin, school psych) and secure admin buy-in -- skipping causes mid-process shutdown when staff resist 2. Select validated tool (SDQ for K-5, PHQ-A/GAD-7 for 6-12, SAEBRS for behavioral) -- wrong tool yields unusable cut-scores 3. Determine consent model (active vs. passive opt-out) and send parent notification letters -- skipping violates FERPA/district policy 4. Pilot with one grade or classroom using PDSA cycle -- skipping leads to logistical chaos at scale 5. Administer screening (15-20 min per class; teachers rate K-3, students self-report 4-12) -- poor proctoring inflates false positives 6. Score, triage into green/yellow/red using validated cut-points, and flag imminent risk for same-day follow-up -- delayed triage loses the intervention window 7. Connect yellow/red students to Tier 2/3 services within 7 days and document referrals -- failing to close the loop is the #1 implementation failure
- **资深路径**: 跳过 paper-based pilot (already has electronic infrastructure + Panorama/SAEBRS platform) / 优化 consent to passive opt-out with multilingual auto-letters (reduces 2-week consent window to 3 days) / 额外 run aggregate data analysis for district-level resource allocation and trend tracking across years -- beginners only do individual triage
- **近期变化**: 2025-01 Illinois becomes first US state to mandate annual screening grades 3-12 (effective 2027-28); 2025-08 Colorado repeals its 2023 optional screening law over parental-rights concerns -- landscape is polarizing. AI-scored platforms (Panorama v3) now auto-flag and auto-route, reducing counselor scoring burden ~60%.
- **典型耗时**: 入门 4-6 weeks (first cycle including pilot) / 资深 1-2 weeks (established platform + trained staff)
- **关键工具**: SDQ (必备, K-5) / PHQ-A + GAD-7 (必备, 6-12) / SAEBRS (场景特化, behavioral) / Panorama (场景特化, platform)
- **关键人物**: Weissberg (CASEL screening integration), Durlak (meta-analysis on universal prevention), Yu Guoliang (俞国良, CN school-wide MH screening advocacy)
- **常见失败模式**: screen-and-abandon: screening without follow-up capacity destroys trust and may increase liability -- prevention: map Tier 2/3 slots before screening / consent bottleneck: active consent in large districts yields <50% participation -- prevention: use passive opt-out with clear communication / data breach: unsecured spreadsheets violate FERPA -- prevention: use HIPAA-compliant platforms
- **来源**: [T03-S001] PMC screening collaborative -- 7-step implementation framework; [T03-S002] ERIC primer -- principal-facing screening guide; [T03-S027] PMC -- stakeholder attitudes (students, caregivers, teachers broadly positive); [T03-S024] PMC -- screening does not increase stigma in primary schools
- **Last_updated**: 2026-05-24
- **Decay risk**: high (legislative landscape shifting rapidly; tool platforms updating annually)

### 2. Student Crisis Response (个别学生危机干预)

- **One-liner**: From discovery of suicidal ideation or self-harm to an immediate safety plan, parent notification, and warm handoff to clinical care.
- **Trigger**: Student discloses self-harm/suicidal thoughts; peer report; screening red-flag; teacher/staff observation of warning signs. (evidence: [T03-S003], [T03-S005])
- **Output**: Completed risk assessment (C-SSRS), written safety plan, parent/caregiver notification, referral to community mental health or emergency services, documented incident file.
- **入门 SOP**: 1. Receiving adult stays calm, does not leave student alone, and immediately escorts student to designated crisis team member (school counselor/psych) -- leaving student unattended or sending them alone risks elopement or self-harm 2. Crisis team member administers C-SSRS screener version (5-6 questions, takes 2-5 min) to determine risk level (low/moderate/high) -- skipping structured assessment leads to subjective under- or over-triage 3. For high risk: remove/secure lethal means in environment, call 911/crisis line, and do not leave student until emergency services arrive -- delay here is life-threatening 4. For moderate/low risk: develop collaborative safety plan (coping strategies, trusted contacts, emergency numbers) with the student -- a no-suicide contract is NOT a substitute and has no evidence base 5. Notify parent/caregiver immediately regardless of risk level; document notification time and content -- failure to notify creates legal liability 6. Warm handoff: connect family to 24-hour community crisis service or outpatient provider with signed release of information -- a cold referral (just giving a phone number) drops 40-60% of follow-through 7. Document every step in student's confidential crisis file; schedule school-based check-in within 24-48 hours -- undocumented responses expose the school legally
- **资深路径**: 跳过 reading C-SSRS prompts verbatim (experienced clinicians integrate questions conversationally while maintaining fidelity) / 优化 safety planning using Stanley-Brown Safety Planning Intervention template with digital copy sent to parent's phone for immediate access / 额外 coordinate postvention if incident becomes known to peers -- conduct classroom processing, monitor contagion risk, and notify district crisis team; beginners focus only on the index student
- **近期变化**: 2024-01 988 Suicide & Crisis Lifeline fully operational as default crisis number (replaces older hotlines in safety plans); 2025 NASP updates guidelines to explicitly discourage no-suicide contracts; AI-based crisis detection in student writing (e.g., GoGuardian Beacon, Gaggle) now triggers alerts before human disclosure in ~15% of cases.
- **典型耗时**: 入门 2-4 hours (acute response through parent contact) / 资深 1-2 hours (streamlined assessment + established referral network)
- **关键工具**: C-SSRS (必备) / QPR training (必备, gatekeeper) / SafeTALK (场景特化, broader staff) / Stanley-Brown Safety Plan template (场景特化)
- **关键人物**: Koplewicz (Child Mind Institute crisis protocols), Miller (DBT-A crisis skills for adolescents), Damour (adolescent distress vs. disorder distinction)
- **常见失败模式**: premature release: sending student home without safety plan or parent contact -- prevention: mandatory safety plan completion before release / referral black hole: giving family a number without warm handoff -- prevention: make referral call with family present / contagion neglect: ignoring peer group after incident -- prevention: activate postvention protocol for affected peers / over-pathologizing: treating normative distress as crisis -- prevention: use C-SSRS structure to differentiate ideation severity
- **来源**: [T03-S003] SAMHSA -- C-SSRS resource and evidence base; [T03-S004] Columbia -- C-SSRS school implementation; [T03-S005] NASP -- crisis team guidelines; [T03-S011] AFSP -- model school suicide prevention policy; [T03-S017] SPRC -- C-SSRS screener training
- **Last_updated**: 2026-05-24
- **Decay risk**: medium (core protocol stable; crisis line numbers and AI detection tools evolving)

### 3. SEL Curriculum Implementation (SEL 课程规划与实施)

- **One-liner**: From a district decision to adopt SEL to a fully embedded, timetabled curriculum with trained teachers delivering weekly lessons across all grade levels.
- **Trigger**: Semester/annual planning cycle; district strategic plan mandate; state SEL standards adoption (e.g., Illinois, California, Washington). (evidence: [T03-S006], [T03-S008])
- **Output**: Adopted SEL curriculum mapped to grade-level standards, trained teaching staff, weekly lesson delivery schedule, and baseline SEL competency data.
- **入门 SOP**: 1. Form SEL implementation team (admin, counselor, 2-3 teacher champions, parent rep) and define goals aligned to CASEL 5 competencies -- skipping team formation leads to siloed adoption that dies after one semester 2. Select evidence-based program from CASEL Program Guide (Second Step for K-8, RULER for K-12, MindUP for K-8) based on school context, budget, and cultural fit -- choosing unvalidated curriculum wastes 1-2 years 3. Secure funding and procure materials ($3-8/student/year for Second Step; RULER requires training institute fee) -- underfunding leads to incomplete rollout 4. Train all implementing teachers (Second Step: 1-day workshop; RULER: multi-day institute + ongoing coaching) -- untrained teachers skip lessons or deliver with low fidelity 5. Map lessons into weekly schedule (20-40 min/week depending on grade) and integrate SEL language into school-wide routines (morning meetings, transitions) -- treating SEL as add-on causes schedule conflicts and teacher resentment 6. Launch with fidelity monitoring: classroom observations, teacher self-report checklists, and student engagement tracking -- no monitoring means quality degrades by month 3 7. Collect baseline and mid-year SEL data (DESSA, Panorama SEL survey) to measure growth and adjust delivery -- without data, program renewal decisions are political, not evidence-based
- **资深路径**: 跳过 single-program selection (experienced teams blend programs -- e.g., RULER emotional vocabulary + Second Step structured lessons) / 优化 training by using train-the-trainer model so internal coaches sustain implementation without annual vendor fees / 额外 integrate SEL assessment data into academic MTSS data systems for holistic student profiles -- beginners keep SEL data separate from academics
- **近期变化**: 2024-25 anti-SEL legislation in 5+ US states forces rebranding to "life skills" or "character education" in politically contentious districts; CASEL 2024 updates program guide with new equity-centered criteria; Second Step launches fully digital K-5 platform (2024) reducing material costs ~30%.
- **典型耗时**: 入门 3-6 months (selection through first lesson delivery) / 资深 4-6 weeks (established system, annual refresh cycle)
- **关键工具**: Second Step (必备, K-8) / RULER (必备, K-12) / CASEL Program Guide (必备, selection) / DESSA (场景特化, assessment) / Panorama SEL survey (场景特化, data)
- **关键人物**: Brackett (RULER developer, Yale YCEI), Weissberg (CASEL co-founder, SEL standards), Goleman (EQ framework underlying SEL), Durlak (2011 meta-analysis proving 11-percentile academic gain)
- **常见失败模式**: one-and-done training: single workshop without coaching leads to <30% fidelity by year 2 -- prevention: budget for ongoing coaching cycles / curriculum tourism: switching programs every 1-2 years prevents depth -- prevention: commit to 3-year minimum with fidelity data / adult-SEL neglect: teaching students SEL without staff practicing it creates authenticity gap -- prevention: begin with staff personal SEL development (RULER Phase 1)
- **来源**: [T03-S006] CASEL -- RULER program guide and evidence; [T03-S007] Yale -- RULER implementation phases; [T03-S008] IES -- Second Step evaluation; [T03-S025] DC OSSE -- SEL systems toolkit; [T03-S009] Edutopia -- SEL history and context
- **Last_updated**: 2026-05-24
- **Decay risk**: medium (core programs stable; political landscape and digital delivery shifting)

### 4. Classroom MH Lesson Design (班级心理主题课设计与教学)

- **One-liner**: From a calendar event or emerging student need to a ready-to-deliver classroom psychoeducation lesson with materials, discussion guides, and follow-up activities.
- **Trigger**: School calendar event (Mental Health Awareness Month, exam prep season, transition periods); critical incident (peer conflict, community trauma, student death); teacher request for topical support. (evidence: [T03-S009], [T03-S025])
- **Output**: Complete lesson plan (learning objectives, warm-up, core activity, discussion prompts, wrap-up), printable/digital materials, teacher facilitation guide, and follow-up referral pathway for students who disclose distress.
- **入门 SOP**: 1. Identify topic and target audience (grade band, developmental appropriateness) based on trigger -- mismatched content-to-age alienates students or causes harm (e.g., graphic content for younger students) 2. Search evidence-based lesson libraries (Crisis Text Line toolkits, Edutopia, Share My Lesson, MindUP activities, 心海导航 for CN context) -- designing from scratch without evidence base risks spreading misinformation 3. Adapt selected lesson to local context: modify language, examples, and cultural references; ensure content does not inadvertently normalize self-harm -- skipping cultural adaptation makes lessons feel irrelevant 4. Build lesson structure: warm-up (5 min), brain builder/hook (5 min), core content with discussion (15-20 min), skill practice (10 min), wrap-up + resource card (5 min) -- unstructured lessons devolve into venting sessions without skill building 5. Prepare teacher facilitation guide with sensitive-topic protocols (what to do if a student discloses, how to manage emotional reactions) -- unprepared teachers panic or shut down disclosures 6. Deliver lesson; collect brief student feedback (exit ticket, mood check) -- no feedback means no iteration 7. Follow up: refer any students who disclosed distress to school counselor within same day -- ignoring disclosures after a MH lesson is ethically and legally untenable
- **资深路径**: 跳过 lesson library search for common topics (experienced counselors have a personal library of 20-30 tested lessons) / 优化 lesson design by embedding Zones of Regulation or Mood Meter tools directly into academic subject lessons rather than standalone MH periods / 额外 create trauma-informed lesson variants for post-crisis contexts (slower pacing, more opt-out choices, co-facilitation with counselor) -- beginners use one-size-fits-all design
- **近期变化**: 2024-25 Nearpod SEL and Pear Deck add interactive MH lesson templates with real-time student mood polling; Crisis Text Line releases grade-banded Classroom Empathy Toolkit (2025) with record demand driven by school anxiety spike (1 in 4 student conversations mention school anxiety); CN MOE 2024 requires 2+ dedicated MH class hours per month in primary/secondary schools.
- **典型耗时**: 入门 3-5 hours per lesson (research + design + materials) / 资深 1-2 hours (adapting from existing library)
- **关键工具**: Edutopia lesson resources (必备) / Nearpod SEL (场景特化, interactive) / Zones of Regulation (场景特化, emotional regulation) / Crisis Text Line toolkit (场景特化, free) / 心海导航 (场景特化, CN context)
- **关键人物**: Brackett (Mood Meter integration into lessons), Damour (age-appropriate distress discussion), Tao Xinhua (陶新华, CN school MH lesson design), Chen Mo (陈默, adolescent-appropriate engagement)
- **常见失败模式**: performative lesson: lesson focuses on awareness without teaching coping skills -- prevention: every lesson must include a skill-practice component / disclosure without follow-up: student discloses during lesson but no referral pathway exists -- prevention: pre-brief teachers on disclosure protocol / one-shot lesson myth: single lesson treated as sufficient MH education -- prevention: embed in ongoing SEL curriculum, not isolated events
- **来源**: [T03-S009] Edutopia -- SEL lesson context; [T03-S025] DC OSSE -- SEL systems and classroom practices; [T03-S016] PMC -- school MH program effectiveness and lesson-level outcomes
- **Last_updated**: 2026-05-24
- **Decay risk**: low (lesson design principles stable; platform tools and content libraries update annually)

### 5. Individual Student Counseling (学生个案心理辅导)

- **One-liner**: From a referred or screened student to a structured short-term counseling intervention with measurable progress and a clear endpoint or external referral.
- **Trigger**: Screening result (yellow/red tier); teacher/parent referral; student self-referral; crisis follow-up requiring ongoing support. (evidence: [T03-S021], [T03-S014])
- **Output**: Individualized intervention plan, session progress notes, pre/post symptom measures, and discharge summary or external referral documentation.
- **入门 SOP**: 1. Conduct intake: review screening data, gather developmental/family history, administer baseline measures (PHQ-A, GAD-7, or SDQ subscales), and obtain informed consent/assent -- skipping baseline means no way to measure progress or justify continued services 2. Develop intervention plan: identify 2-3 measurable goals, select evidence-based approach (CBT-A for anxiety/depression, MI for motivation/behavior change, solution-focused for brief school contexts), and set session frequency (typically weekly, 6-12 sessions) -- no plan means sessions drift without direction 3. Deliver structured sessions: follow manualized protocol where possible (e.g., Coping Cat for anxiety, FRIENDS for younger students) while maintaining therapeutic alliance -- abandoning structure reduces efficacy; rigid adherence without rapport loses the adolescent 4. Monitor progress every 3-4 sessions using brief measures (PHQ-A, session rating scales) and adjust approach if no improvement by session 4-6 -- failing to monitor leads to ineffective counseling continuing for months 5. Coordinate with teachers and parents: share relevant (non-confidential) strategies for classroom/home support -- isolated counseling without environmental support has limited generalization 6. Plan termination or referral: if goals met, transition to check-in schedule; if needs exceed school capacity (severe depression, active eating disorder, complex trauma), warm referral to community provider -- abrupt termination undoes therapeutic gains; holding cases beyond competence risks harm
- **资深路径**: 跳过 rigid manualized protocol (experienced counselors integrate CBT + MI flexibly based on session-by-session formulation) / 优化 progress monitoring by using digital tools (e.g., Outcome Rating Scale via app) for real-time tracking and visual feedback to student / 额外 conduct functional behavioral assessment (FBA) when presenting issue has classroom behavioral component -- beginners treat behavior and emotion separately; experts see them as integrated
- **近期变化**: 2025 research (Ben-Artzey, SAGE) formally documents MI + CBT integration framework specifically for school counselors; telehealth counseling now standard option in ~40% of US districts post-COVID; DBT-A STEPS (Skills Training for Emotional Problem Solving) gaining adoption as group-based alternative to individual counseling for efficiency.
- **典型耗时**: 入门 8-12 weeks (6-12 sessions + intake + discharge) / 资深 6-8 weeks (efficient assessment, flexible protocol, faster alliance)
- **关键工具**: CBT-A / Coping Cat (必备, anxiety) / MI (必备, motivation/engagement) / PHQ-A + GAD-7 (必备, progress monitoring) / solution-focused brief therapy (场景特化, short-term) / DBT STEPS-A (场景特化, group alternative)
- **关键人物**: Miller (DBT-A and MI with adolescents), Kendall (Coping Cat / CBT-A developer), Steinberg (adolescent brain development informing session design), Fang Xiaoyi (方晓义, family therapy integration)
- **常见失败模式**: counselor drift: sessions become unstructured check-ins without skill building -- prevention: use session-by-session protocol or supervision / caseload overwhelm: counselor carries 50+ active cases and quality drops -- prevention: cap active individual caseload at 15-20 and use groups for Tier 2 / scope creep: school counselor treats clinical-level disorders beyond training -- prevention: clear referral criteria and warm handoff protocols / confidentiality breach: sharing specifics with teachers/parents without consent -- prevention: train on FERPA/HIPAA boundaries and document what can be shared
- **来源**: [T03-S021] SAGE -- MI + CBT integration in school counseling; [T03-S014] NIH NOSI -- school MH innovation priorities; [T03-S015] CRS -- school-based MH overview for Congress
- **Last_updated**: 2026-05-24
- **Decay risk**: low (core therapeutic approaches stable; delivery modality evolving with telehealth)

### 6. Parent-School MH Communication (家校联动心理健康沟通)

- **One-liner**: From an identified student concern or parent inquiry to a structured home-school collaboration plan that aligns family and school support strategies.
- **Trigger**: Student issue identified through screening or teacher observation; parent contacts school with MH concern; crisis event requiring family coordination; routine transition-point engagement (kindergarten entry, middle school transition). (evidence: [T03-S022], [T03-S023])
- **Output**: Documented collaborative action plan, parent psychoeducation materials, agreed communication schedule, and signed consent for information sharing where applicable.
- **入门 SOP**: 1. Initiate contact within 48 hours of trigger: schedule face-to-face or video meeting (not email for sensitive topics) using strengths-first framing -- delayed or deficit-focused contact triggers parental defensiveness and disengagement 2. Prepare for meeting: review student data (screening results, behavioral observations, academic impact), prepare plain-language summary avoiding clinical jargon, and have referral resources ready -- unprepared meetings erode credibility and waste family time 3. Conduct collaborative meeting: share observations using "I notice" language, ask about home context, listen for cultural and family factors, and co-develop 2-3 action items with clear ownership (school does X, family does Y) -- one-directional lecturing alienates parents, especially across cultural divides 4. Provide psychoeducation materials: age-appropriate MH information, local resource guide, and crisis contact numbers -- families without context cannot support at home 5. Establish follow-up schedule (biweekly check-in for active concerns, monthly for monitoring) and preferred communication channel -- no follow-up plan means the collaboration dies after the first meeting 6. Document meeting outcomes, action items, and next steps in student file; share summary with parent -- undocumented agreements lead to conflicting recollections
- **资深路径**: 跳过 generic psychoeducation handouts (experienced counselors curate culturally specific resources and use MI techniques to explore parent ambivalence about MH support) / 优化 communication by establishing parent MH liaison role -- a trained parent volunteer who bridges cultural/language gaps and normalizes help-seeking in community / 额外 offer parent psychoeducation workshops (e.g., QPR for parents, MH literacy evenings) as prevention rather than only reactive contact -- beginners only communicate when problems arise
- **近期变化**: 2024-25 PLOS ONE study confirms "interface meetings" as most effective format for parent-school MH collaboration; digital communication platforms (ParentSquare, ClassDojo) now integrate MH resource sharing; CN context: 2024 MOE guidance strengthens family education law (家庭教育促进法) enforcement requiring school-family MH communication documentation.
- **典型耗时**: 入门 2-3 hours per family (prep + meeting + follow-up documentation) / 资深 1-1.5 hours (established templates, rapport, and referral network)
- **关键工具**: Communication templates (必备) / MI techniques (必备, parent engagement) / parent MH literacy workshop curricula (场景特化) / ParentSquare/ClassDojo (场景特化, digital communication)
- **关键人物**: Fang Xiaoyi (方晓义, family therapy and parent engagement in CN), Chen Mo (陈默, parent-adolescent dynamics), Damour (parent communication about adolescent distress), Goleman (emotional intelligence in family contexts)
- **常见失败模式**: blame framing: contacting parents only to report problems creates adversarial relationship -- prevention: lead with strengths, make proactive positive contacts / cultural mismatch: Western MH framing alienates non-Western families who conceptualize distress differently -- prevention: use culturally responsive language and involve cultural brokers / consent confusion: sharing clinical details without proper release -- prevention: clear FERPA/consent protocols before every meeting / one-meeting-and-done: no follow-up after initial contact -- prevention: calendar the next check-in before ending each meeting
- **来源**: [T03-S022] PLOS ONE -- parental involvement in school MH interventions; [T03-S023] MDPI -- family-school collaboration framework; [T03-S015] CRS -- school-based MH and family engagement overview
- **Last_updated**: 2026-05-24
- **Decay risk**: low (relational practices stable; communication platforms and legal requirements evolving)

### 7. Teacher MH Literacy Training (教师心理健康素养培训)

- **One-liner**: From untrained school staff to certified gatekeepers who can recognize youth MH warning signs, respond appropriately, and refer effectively.
- **Trigger**: Start of academic year; new staff onboarding; continuing education requirement; post-incident review revealing recognition gaps; state/district mandate. (evidence: [T03-S018], [T03-S019])
- **Output**: Trained and certified staff (YMHFA certificate, QPR certificate, or equivalent), documented completion rates, pre/post MH literacy scores, and referral pathway competency.
- **入门 SOP**: 1. Assess training needs: survey staff baseline MH literacy (Mental Health Literacy Scale / MHLS), identify knowledge gaps, and determine training format preferences -- skipping needs assessment leads to redundant or mismatched training content 2. Select evidence-based training program: YMHFA (8-hour comprehensive, gold standard) for deep training; QPR (1-2 hours) for rapid gatekeeper basics; SafeTALK (3 hours) for suicide-specific alertness -- choosing untested programs wastes PD hours and may spread misinformation 3. Schedule training during protected professional development time (not after school or weekends) and secure admin mandate for attendance -- voluntary scheduling yields 30-40% attendance vs. 90%+ when mandated 4. Deliver training with certified instructor (YMHFA requires MHFA-certified trainer; QPR requires QPR-certified trainer) -- unqualified facilitators cannot issue valid certifications 5. Measure outcomes: administer post-training MHLS and confidence survey; track referral behavior changes in 30/60/90-day follow-up -- no measurement means no evidence for renewal funding 6. Establish sustainment plan: annual refresher (2-hour booster), new-hire onboarding module, and peer support network among trained staff -- one-time training decays within 6-12 months without reinforcement
- **资深路径**: 跳过 basic MH literacy content (experienced staff focus on advanced modules: trauma-informed practices, culturally responsive MH support, LGBTQ+ youth MH) / 优化 delivery by training internal trainers (train-the-trainer model reduces per-session cost from ~$3,000 to marginal) / 额外 integrate gatekeeper training with classroom SEL delivery skills so teachers become dual-capable (recognizers + lesson deliverers) -- beginners separate gatekeeper and SEL training tracks
- **近期变化**: 2025 MHANYS expands YMHFA instructor development pipeline, increasing access for under-resourced schools; 2024-25 scoping review (PMC) confirms YMHFA improves MH literacy (significant MHLS pre-to-post change) but notes limited evidence on long-term behavioral change; Teen Mental Health First Aid (TMHFA) variant launched for training students themselves as peer gatekeepers.
- **典型耗时**: 入门 2-3 months (needs assessment through training delivery + initial follow-up) / 资深 2-4 weeks (established training calendar, internal trainers, streamlined logistics)
- **关键工具**: YMHFA (必备, comprehensive) / QPR (必备, rapid gatekeeper) / SafeTALK (场景特化, suicide alertness) / Mental Health Literacy Scale (场景特化, measurement)
- **关键人物**: Koplewicz (educator training advocacy, Child Mind Institute), Tao Xinhua (陶新华, CN teacher MH training programs), Yu Guoliang (俞国良, CN teacher MH education curriculum)
- **常见失败模式**: training-without-referral-pathway: teachers learn to recognize but have nowhere to refer -- prevention: build referral map before training so every recognizer has a clear next step / certification hoarding: staff get certified but never use skills -- prevention: include practice scenarios and post-training referral tracking / burnout amplification: adding MH responsibility without reducing other duties -- prevention: frame gatekeeper role as "recognize and refer" not "recognize and treat" / cultural training gap: Western-normed training content applied to diverse populations -- prevention: supplement with culturally specific case scenarios
- **来源**: [T03-S018] PMC -- YMHFA scoping review across settings; [T03-S019] SAGE -- YMHFA implementation in underresourced school; [T03-S003] SAMHSA -- C-SSRS and gatekeeper training integration; [T03-S015] CRS -- school MH staffing and training landscape
- **Last_updated**: 2026-05-24
- **Decay risk**: low (training programs well-established; delivery modalities and target populations expanding)

### 8. MTSS Framework Setup (MTSS/分层干预体系搭建)

- **One-liner**: From fragmented school support services to an integrated three-tier prevention-intervention-intensive system with data-driven decision rules for student movement between tiers.
- **Trigger**: School/district strategic decision; state MTSS mandate or incentive; post-audit finding of disorganized support services; need to integrate academic RTI with behavioral/MH supports. (evidence: [T03-S013], [T03-S028])
- **Output**: Documented MTSS framework with tier definitions, intervention menus per tier, decision rules (entry/exit criteria), data infrastructure, team meeting cadence, and staff role assignments.
- **入门 SOP**: 1. Establish MTSS leadership team (principal, counselor, school psych, SPED coordinator, grade-level teacher reps) and define shared vision that integrates academics, behavior (PBIS), and MH -- siloed teams build parallel systems that compete for resources 2. Conduct needs assessment: map existing interventions, staff capacity, and data systems; identify gaps using resource mapping tool -- building on unknown foundations creates redundancy and blind spots 3. Define Tier 1 (universal, all students: SEL curriculum, positive school climate, universal screening), Tier 2 (targeted, 10-15% of students: small-group counseling, Check-In/Check-Out, mentoring), and Tier 3 (intensive, 3-5%: individual counseling, wraparound services, community referral) -- vague tier definitions lead to arbitrary placement decisions 4. Build intervention menu for each tier: select evidence-based programs, assign staff, and allocate time blocks -- no menu means teams improvise under pressure 5. Establish decision rules: what data triggers movement between tiers (e.g., screening score + teacher nomination + attendance data), who makes the decision (MTSS team), and what timeline (review every 6-8 weeks) -- without decision rules, students languish in wrong tier 6. Set up data infrastructure: integrate screening data, progress monitoring, and outcome tracking in unified platform (Panorama, Branching Minds, or district SIS) -- fragmented data prevents team-based decision making 7. Launch with fidelity: begin Tier 1 universally, activate Tier 2/3 based on screening data, and schedule biweekly MTSS team meetings to review student progress -- no meeting cadence means the system exists on paper only
- **资深路径**: 跳过 basic needs assessment (experienced teams use existing data warehouses and prior-year MTSS data to recalibrate rather than start from zero) / 优化 decision rules with automated flagging (platform triggers alerts when student data crosses tier thresholds, reducing manual review burden by ~40%) / 额外 integrate community mental health partners into Tier 3 with shared data agreements and co-located services -- beginners treat Tier 3 as "refer out and lose visibility"
- **近期变化**: 2025-01 IES REL Mid-Atlantic releases MTSS implementation fact sheet emphasizing consistent implementation across schools within a district; 2024 Branching Minds and Panorama platforms add AI-driven intervention matching (suggest evidence-based interventions based on student profile); integration of MH into MTSS (beyond academic RTI) accelerating post-COVID with ESSER funding, though ESSER expires 2024-09 creating sustainability concerns.
- **典型耗时**: 入门 6-12 months (framework design through operational launch) / 资深 2-3 months (adaptation of existing framework to new school/context)
- **关键工具**: PBIS framework (必备, behavioral tier integration) / Panorama / Branching Minds (必备, data platform) / universal screening tools (必备, data input) / Check-In/Check-Out (场景特化, Tier 2 protocol)
- **关键人物**: Weissberg (CASEL / MTSS-SEL integration), Durlak (prevention science underlying tiered model), Lin Chongde (林崇德, CN developmental psychology informing tier-appropriate interventions)
- **常见失败模式**: Tier 1 neglect: overinvesting in Tier 2/3 without strong universal foundation means constant firefighting -- prevention: ensure Tier 1 reaches 80%+ of students effectively before expanding upper tiers / paper framework: MTSS manual exists but team meetings don't happen -- prevention: protect meeting time in master schedule / data without action: teams collect data but don't use decision rules to move students -- prevention: assign a data lead who prepares tier-review agendas / sustainability cliff: ESSER-funded positions end and Tier 2/3 collapses -- prevention: build sustainability plan with Title IV-A and Medicaid billing from year 1
- **来源**: [T03-S013] IES -- MTSS consistent implementation fact sheet; [T03-S028] PBIS Center -- tiered framework resources; [T03-S001] PMC -- screening as MTSS data source; [T03-S015] CRS -- school MH systems overview
- **Last_updated**: 2026-05-24
- **Decay risk**: medium (framework principles stable; funding landscape and platform capabilities evolving rapidly)

### 9. Digital MH Tool Selection & Deployment (数字心理健康工具选型与部署)

- **One-liner**: From a recognized need for scalable MH support to a vetted, deployed, and monitored digital tool integrated into the school's existing support ecosystem.
- **Trigger**: School digital transformation initiative; counselor caseload exceeding capacity; district seeking 24/7 student support; pandemic-era telehealth momentum; grant funding for innovation. (evidence: [T03-S014], [T03-S016])
- **Output**: Selected tool with documented evaluation rationale, deployment plan, staff training materials, student onboarding protocol, usage monitoring dashboard, and 90-day effectiveness review.
- **入门 SOP**: 1. Define use case and scope: is the tool for Tier 1 prevention (e.g., Headspace Edu for mindfulness), Tier 2 guided self-help (e.g., Woebot for CBT skills), or Tier 3 crisis support (e.g., Crisis Text Line integration)? -- unclear scope leads to tool-program mismatch and wasted budget 2. Evaluate candidate tools against criteria: clinical evidence base (RCTs preferred), data privacy/COPPA/FERPA compliance, age-appropriateness, accessibility (multilingual, ADA), cost model, and integration with existing platforms -- skipping privacy review risks regulatory violation and parent backlash 3. Pilot with small group (one grade level or counseling caseload, 30-50 students, 4-6 weeks) and collect usage + satisfaction data -- full deployment without pilot amplifies failures at scale 4. Train staff on the tool's purpose, limitations, and integration with human support (digital tool supplements, never replaces, counselor) -- untrained staff either ignore the tool or over-rely on it 5. Deploy school-wide with student onboarding (assembly demo, classroom walkthrough, parent notification letter) -- silent deployment yields <20% adoption 6. Monitor usage metrics (weekly active users, session completion rates, escalation triggers) and clinical outcomes (pre/post PHQ-A for participating students) -- unmonitored tools become shelfware by month 3 7. Conduct 90-day review: decide to continue, modify deployment, or sunset the tool based on data -- sunk-cost bias keeps ineffective tools alive
- **资深路径**: 跳过 broad market scan (experienced teams maintain a pre-vetted shortlist updated annually and go straight to pilot) / 优化 onboarding by embedding tool access in existing student portals (SSO integration) rather than separate app downloads, increasing adoption ~2x / 额外 build feedback loop between digital tool data and MTSS team decision-making (e.g., Woebot usage patterns flag students for Tier 2 review) -- beginners treat digital tool as standalone silo
- **近期变化**: 2025-04 Headspace Health launches AI "Emotional Resilience" module with 20% daily engagement increase; AI therapy chatbots face growing scrutiny (2026 reviews note risk concerns with unsupervised AI interactions for minors); Woebot 2024 RCT shows 20-40% symptom reduction comparable to guided self-help; COPPA 2.0 and state student privacy laws (e.g., California SOPIPA) tightening requirements for ed-tech MH tools.
- **典型耗时**: 入门 3-4 months (evaluation through pilot completion) / 资深 4-6 weeks (pre-vetted shortlist, established evaluation criteria, existing platform integrations)
- **关键工具**: Woebot (场景特化, CBT chatbot) / Headspace Edu (场景特化, mindfulness) / Wysa (场景特化, AI-guided support) / GoZen (场景特化, anxiety for younger students) / Panorama (场景特化, data integration)
- **关键人物**: Haidt (screen-time concern contextualizes responsible digital deployment), Foulkes (overpathologization risk in self-diagnosis apps), Steinberg (adolescent decision-making capacity for self-guided tools)
- **常见失败模式**: privacy violation: deploying tool that shares student data with third parties -- prevention: mandate COPPA/FERPA compliance review by district legal before pilot / digital babysitter: tool replaces rather than supplements human counselor contact -- prevention: define explicit escalation pathway from digital to human / engagement cliff: initial excitement drops to <5% usage by month 2 -- prevention: integrate into routine (e.g., weekly Headspace session during advisory) / equity gap: tool requires smartphone/data plan that not all students have -- prevention: ensure school-device access and offline alternatives
- **来源**: [T03-S014] NIH NOSI -- innovation priorities including digital tools; [T03-S016] PMC -- school MH program effectiveness with digital components; [T03-S015] CRS -- school MH technology landscape
- **Last_updated**: 2026-05-24
- **Decay risk**: high (tool landscape, AI capabilities, and privacy regulations evolving rapidly)

### 10. MH Program Evaluation (心理健康教育项目评估)

- **One-liner**: From a completed MH program cycle to a data-driven effectiveness report that informs program continuation, modification, or sunsetting decisions.
- **Trigger**: End of semester/academic year; grant reporting deadline; program renewal decision point; external audit or accreditation review. (evidence: [T03-S016], [T03-S020])
- **Output**: Written evaluation report including: program fidelity data, student outcome data (pre/post), reach/participation metrics, cost analysis, stakeholder satisfaction, and actionable improvement recommendations.
- **入门 SOP**: 1. Define evaluation questions and design before program launch (or retroactively if evaluation was not pre-planned): What outcomes are we measuring? What comparison/baseline exists? -- retrofitting evaluation after completion limits rigor and usability 2. Collect multi-source data: student outcome measures (DESSA for SEL competencies, SAEBRS for behavioral risk, PHQ-A/GAD-7 for symptoms), program fidelity logs (lesson delivery rates, dosage), and process data (attendance, participation, referral rates) -- single-source data gives incomplete picture 3. Gather stakeholder perspectives: student satisfaction surveys, teacher implementation feedback, parent awareness surveys -- outcome data without stakeholder voice misses implementation context 4. Analyze data: compare pre/post scores using appropriate statistics (paired t-test or effect size for small samples), calculate reach (% of target population served), and benchmark against published norms or prior-year data -- raw score reporting without context is meaningless to decision-makers 5. Synthesize findings into structured report: executive summary for admin (1 page), detailed findings for program team (5-10 pages), and data appendix -- no report means evaluation dies with the evaluator 6. Present findings to decision-makers and develop improvement plan: what to keep, modify, add, or cut for next cycle -- evaluation without action is academic exercise 7. Archive data for longitudinal tracking and share anonymized findings with district for cross-school learning -- siloed data prevents system-level improvement
- **资深路径**: 跳过 basic pre/post design (experienced evaluators use quasi-experimental designs with comparison groups, interrupted time series, or dose-response analysis) / 优化 reporting by building automated dashboards (Panorama, Power BI) that update in real-time rather than end-of-year static reports / 额外 conduct cost-effectiveness analysis (cost per student served, cost per clinically significant improvement) to strengthen sustainability arguments -- beginners report only outcomes without cost context
- **近期变化**: 2025 systematic review (ScienceDirect) identifies fragmentation in outcome measures as major barrier -- field moving toward standardized core outcome sets; Panorama and Branching Minds add automated pre/post comparison features in 2024-25; ESSER funding expiration (Sept 2024) intensifies demand for evaluation data to justify alternative funding streams.
- **典型耗时**: 入门 4-6 weeks (data collection through report completion) / 资深 2-3 weeks (established templates, automated dashboards, practiced analysis)
- **关键工具**: DESSA (必备, SEL outcome) / SAEBRS (必备, behavioral outcome) / PHQ-A / GAD-7 (必备, symptom outcome) / Panorama (场景特化, automated dashboard) / survey tools -- Google Forms, Qualtrics (场景特化, stakeholder feedback)
- **关键人物**: Durlak (meta-analytic methods for SEL program evaluation), Weissberg (CASEL evaluation standards), Weisz (2017 meta-analysis methods for youth psychotherapy outcomes), Yu Guoliang (俞国良, CN MH education evaluation frameworks)
- **常见失败模式**: evaluation as afterthought: designing evaluation after program ends limits what can be measured -- prevention: embed evaluation design in program planning (logic model from day 1) / measure overload: collecting 15+ measures per student causes survey fatigue and data chaos -- prevention: select 3-5 core measures aligned to evaluation questions / report-to-shelf: beautiful report that nobody reads or acts on -- prevention: present findings in decision-maker format with clear "continue/modify/cut" recommendations / attribution error: claiming program caused outcomes without accounting for confounds -- prevention: use comparison groups or acknowledge limitations explicitly
- **来源**: [T03-S016] PMC -- school MH program effectiveness and measurement; [T03-S020] Elsevier -- systematic review of outcome measures in school MH; [T03-S001] PMC -- screening data as evaluation input; [T03-S013] IES -- MTSS implementation measurement
- **Last_updated**: 2026-05-24
- **Decay risk**: medium (evaluation principles stable; measurement tools and reporting platforms evolving)

---

## Phase 2 Interface

### Workflow-to-Skill Mapping (for skill generation)

| Workflow | Primary Skill Candidate | Reasoning |
|----------|------------------------|-----------|
| 1. Universal Screening | Screening Coordinator skill | High-frequency, protocol-heavy, tool-dependent -- strong automation candidate |
| 2. Crisis Response | Crisis Responder skill | Life-safety critical, strict SOP, needs instant recall under pressure |
| 3. SEL Implementation | SEL Program Manager skill | Multi-month project management, stakeholder coordination |
| 4. Classroom MH Lesson | MH Lesson Designer skill | Creative + structured, repetitive design pattern, library-dependent |
| 5. Individual Counseling | School Counselor skill | Clinical reasoning, session-by-session decision-making |
| 6. Parent-School Communication | Family Engagement skill | Relational, culturally sensitive, template-driven |
| 7. Teacher Training | MH Training Coordinator skill | Logistics + adult learning, certification tracking |
| 8. MTSS Setup | MTSS Architect skill | System design, data infrastructure, cross-functional leadership |
| 9. Digital Tool Deployment | EdTech Evaluator skill | Evaluation criteria, pilot design, privacy review |
| 10. Program Evaluation | Program Evaluator skill | Research methods, data analysis, reporting |

### Cross-Workflow Dependencies

- Workflow 1 (Screening) feeds data to Workflow 5 (Counseling), Workflow 8 (MTSS), and Workflow 10 (Evaluation)
- Workflow 2 (Crisis) is triggered by Workflow 1 (Screening) red flags and Workflow 5 (Counseling) escalations
- Workflow 3 (SEL) provides the Tier 1 foundation for Workflow 8 (MTSS)
- Workflow 7 (Teacher Training) is prerequisite for Workflow 4 (Lesson Design) quality and Workflow 1 (Screening) referral competence
- Workflow 10 (Evaluation) assesses outcomes of all other workflows

### Key Figures Referenced Across Workflows

| Figure | Workflows Referenced | Role |
|--------|---------------------|------|
| Weissberg | 1, 3, 8, 10 | CASEL standards, SEL-MTSS integration, evaluation |
| Durlak | 1, 3, 8, 10 | Meta-analysis, prevention science, evaluation methods |
| Brackett | 3, 4 | RULER, emotional intelligence in curriculum |
| Miller | 2, 5 | DBT-A, MI with adolescents |
| Damour | 2, 4, 6 | Distress vs. disorder, parent communication |
| Yu Guoliang | 1, 7, 10 | CN MH education system, evaluation |
| Fang Xiaoyi | 5, 6 | Family therapy, parent engagement (CN) |
| Koplewicz | 2, 7 | Crisis protocols, educator training |
| Haidt | 9 | Screen-time context for digital tools |
| Foulkes | 9 | Overpathologization risk in digital MH |

### Data for Track 05 (Gaps & Opportunities)

- **Gap 1**: No standardized core outcome set for school MH program evaluation (Workflow 10) -- field fragmented across 50+ measures
- **Gap 2**: Teacher gatekeeper training (Workflow 7) lacks evidence for long-term behavioral change beyond knowledge gains
- **Gap 3**: Digital MH tools (Workflow 9) for minors face regulatory uncertainty (COPPA 2.0, state privacy laws) and limited school-specific RCTs
- **Gap 4**: Crisis response (Workflow 2) school reentry protocols are poorly defined -- school staff report feeling unprepared
- **Gap 5**: Parent-school MH communication (Workflow 6) has minimal research in non-Western cultural contexts
- **Gap 6**: ESSER funding cliff (Sept 2024) threatens sustainability of MTSS staffing (Workflow 8) and Tier 2/3 interventions
