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Abstract Despite its appeal and promise for addressing the multi-layered needs of young people, there is a lack of research documenting the extent to which interdisciplinary collaboration affects outcomes valued by schools, families, and communities. To address this gap in understanding, this review synthesizes the literature to consider the meaning, goals, processes, contextual influences, and anticipated outcomes of interdisciplinary collaboration in expanded school mental health. Based on this review, a conceptual model to help support the efforts of researchers, policy makers, and practitioners who are interested in understanding the relationship between interdisciplinary collaboration and outcomes is offered. Recommendations for developing the evidence base are also suggested. Keywords: INTERDISCIPLINARY COLLABORATIONINTERPROFESSIONAL COLLABORATIONSCHOOL-FAMILY-COMMUNITY PARTNERSHIPSSCHOOL MENTAL HEALTH
Elizabeth A. Mellin (Thu,) studied this question.