(PS5-D81) Barriers and Facilitators to School-based Prevention Programs

Introduction: Prevention programs, specifically those targeting youth, can reduce the overall burden of depression, anxiety, and other mental illnesses at the population level over time. Implementing CBT prevention programs in schools is an effective means of reducing the incidence of depression and anxiety. However, given that effect sizes of prevention studies, particularly those targeting a universal sample, are small and dissipate over time, there is a need to augment and expand existing programs. Currently, there is a significant unmet need for mental health services in diverse and low-income communities who are at higher risk for depression and anxiety, suggesting that underserved communities would particularly benefit from school-based prevention programs. Thus far, knowledge of factors affecting implementation in schools has predominantly been drawn from middle class, Caucasian samples and have been gleaned from the researcher’s perspective upon conclusion of the study conducted. To date, studies have yet to determine the perspectives of school personnel, thus, the present study proposes to understand the mental health needs, barriers, and solutions to implementation from the perspective of underserved, racially diverse schools, using a qualitative design.

Method: Utilizing purposive criterion-based sampling, we recruited tri-state area school personnel to participate in individual interviews to gain their perspective on their students’ mental health needs, barriers, and solutions to implementation of prevention programs. We intend to recruit approximately 8-12 staff members until data saturation is achieved. Interviews are one-hour, conducted via Zoom, and based on a semi-structured interview guide. Data collection is active and ongoing. Interviews are transcribed and coded for themes, using thematic larger order codes. Coders utilize consensus coding and an iterative approach to continually improve the codebook to reach interrater reliability and ensure codes reflect themes present in participants’ responses. We will use a descriptive and exploratory analytic approach including both descriptive statistics and qualitative data.

Results: Preliminary data suggests numerous themes. Participants shared that a major mental health challenge their students face is increased anxiety. In addition, after the return to in-person learning following the COVID-19 pandemic, behavioral challenges are prominent. Barriers to implementation include getting staff and families onboard, finding time to implement a program given existing curriculums and schedules, and student engagement. Solutions presented include providing justification to staff and families to get key stakeholders onboard and developing a top-down implementation strategy, so that teachers are not burdened with finding the time to implement SEL curricula on their own.

Discussion: This study will aid future development of CBT prevention programs as it will provide the perspective of school personnel on the unique needs of schools. Further, this study will catalyze expansion of CBT prevention programs to under resourced and diverse communities who may benefit most from prevention programs and increase the programs’ likelihood of success.