Author(s) :

Lauren Kwong.

Volume/Issue :

Abstract :

This study evaluates how access to school-based mental health resources varies by district and socioeconomic status, using data collected from 30 Massachusetts school districts. Socioeconomic status was measured by the percentage of students who were classified as low income or who qualified for free or reduced-price lunches (FRPLs). Access to mental health resources was measured by the number of students per licensed mental health professionals. While some lower income districts provided high staffing ratios, others faced severe shortages. The data suggests a complex relationship. The overall pattern observed displays no linear relationship between the factors of socioeconomic status and numbers of mental health staff at schools. The study builds on prior research that identifies inequalities in school mental health support by offering more localized, district-level insight. It is able to highlight inconsistencies that broader studies could overlook. Through analyzing staffing ratios of mental health professionals to students, the findings in this study reveal a lack of resources for mental health support does not directly reflect the socioeconomic status of a district– suggesting that other factors may cause the disparities as well.