The Repository @ St. Cloud State

Open Access Knowledge and Scholarship

Date of Award


Culminating Project Type

Starred Paper



Degree Name

Special Education: M.S.


Special Education


School of Education

First Advisor

Bradley Kaffar

Second Advisor

Michele Barron-Albers

Third Advisor

William Lepkowski

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings



According to Clime (2015) throughout the world more children are getting diagnosed with emotional/behavioral disorder (EBD), children as young as 3 or 4 years of age, which is an increasing trend in mental health concerns. Clime (2015) spoke about concern and knowing that over half the children that are identified with having EBD are not receiving treatment. When children are not receiving treatment, they are left to cope with their illness without support.

According to Clime (2015) in the article ‘Building Capacity in School-Based Intervention’ it mentioned that statistics are looking at increasing children’s support at getting treatment by incorporating treatment programs into the educational systems. By incorporating them into schools this will provide students with mental health support throughout the day and increase their access to services and treatment programs.

According to Clime (2015) they stated that bringing mental health services into the school will allow the student to spend more time in school and on their schoolwork, then traveling to appointments. This would also help parents not having to miss work to bring their child to an appointment.

According to Conboy (2021) schools are named as an optimal setting for early intervention for mental health and guidance stresses the importance of a whole school approach.

According to Hodgdon et al. (2013) each year in the United States, millions of children experience maltreatment, violence and severe neglect, the majority of which occurs within the family environment. One form of substitute care for families in residential treatment where the student can still attend school however, with higher costs their treatment is less quality. There is success in implementing trauma-informed treatment in residential settings.



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