Communication Regarding Mental Health Between Pediatric Healthcare Providers and K‐12 School Staff: A Scoping Review

BACKGROUND: This scoping review aims to determine if communication regarding mental health conditions between pediatric healthcare providers and K-12 school staff in the United States (US) improves child mental health outcomes and which intervention characteristics enable or hinder communication. METHODS: Our scoping review was conducted according to PRISMA-ScR standards using eight databases for articles published in English from 1987 to 2024. Study inclusion criteria were: (1) took place in the United States, (2) communication between pediatric healthcare provider(s) working outside the school and K-12 school staff member(s), (3) addresses individual mental health, and (4) evaluated impact. FINDINGS: Of 3482 unique articles that underwent title and abstract review, 67 articles received full-text review, and 10 studies met all criteria. Nine studies found communication led to positive student outcomes, including improved mental health symptoms and disease identification. The most common barriers to effective communication included time, funding, and privacy laws. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE AND EQUITY: To improve school-based mental health care, school staff and leaders may consider establishing communication with local healthcare providers. CONCLUSIONS: Communication between pediatric healthcare providers and K-12 school staff regarding mental health is a promising lever to improve mental health and education outcomes for children.