Systemic reform in education is changing how schools address mental health and psychosocial concerns and is redefining the role of pupil service personnel in the process. This paper (a) highlights how schools currently address mental health, (b) discusses new directions that build on emerging reform themes and reframe prevailing reform models, and (c) outlines ways pupil-service professionals can develop a proactive agenda for shaping the future of mental health in schools.
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Adelman et al. (2000) studied this question.
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