Steven W. Evans, Ph.D., is a Distinguished Professor of Psychology and Co-Director of the Center for Intervention Research in Schools at Ohio University. Dr. Evans received his doctorate in clinical psychology from Case Western Reserve University and, before this, was an elementary school special education teacher. His research on school mental health intervention development and evaluation has been funded by a variety of federal research agencies and foundations and he has published over 200 journal articles, chapters and books. Dr. Evans has collaborated with educators, administrators, and school mental health professionals from dozens of school districts across the country to conduct this work. He is the founding editor-in-chief of the Springer journal, School Mental Health, and has co-authored multiple treatment guidelines and highly regarded reviews of best practices.Julie Sarno Owens, Ph.D., is a Professor in the Psychology Department and Co-Director of the Center for Intervention Research in Schools (CIRS) at Ohio University. She earned her doctorate in Clinical Psychology from Purdue University and has been a faculty member at Ohio University since 2001. Dr. Owens’ program of research focuses on the development and evaluation of school-based services for youth with emotional and behavioral problems and the identification of strategies that support high quality implementation of such services. Her work has been continuously funded by local, state, and federal grants for 20 years. She has authored more than 100 journal articles and book chapters, is an Associate Editor for the journal School Mental Health, and serves on the editorial board for five journals.Catherine Bradshaw, Ph.D., M.Ed., is a University Professor and the Senior Associate Dean for Research and Faculty Development at the School of Education and Human Development at the University of Virginia. Before her current appointment at U.Va., she was an Associate Professor and the Associate Chair of the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health, where she maintains a faculty position and codirects two prevention-focused research centers. She holds a doctorate in developmental psychology from Cornell University and a master's of education in counseling and guidance from the University of Georgia. Her primary research interests focus on the development of aggressive behavior and school-based prevention. She collaborates on research projects examining bullying and school climate; the development of aggressive and problem behaviors; effects of exposure to violence, peer victimization, and environmental stress on children; children with emotional and behavioral disorders and autism; and the design, evaluation, and implementation of evidence-based prevention programs in schools. She has led a number of federally funded randomized trials of school-based prevention programs, including Positive Behavioral Interventions and Supports (PBIS) and social-emotional learning curricula. She also has expertise in implementation science and coaching models. Dr. Bradshaw works with the Maryland State Department of Education and several school districts to support the development and implementation of programs and policies to prevent bullying and school violence, and to foster safe and supportive learning environments. She collaborates on federally funded research grants supported by the NIMH, NIMHD, NICHD, NIDA, CDC, NIJ, U.S. Department of Education, and the Institute of Education Sciences. She has published more than 325 peer-reviewed articles and chapters in edited volumes. She was previously the Associate Editor for the Journal of Research on Adolescence and is currently the editor of the journal Prevention Science and senior associate editor for Social and Emotional Learning: Research, Practice, and Policy. She is a coeditor of the Handbook of School Mental Health (Springer, 2014), the editor of Handbook on Bullying: A Life Course Perspective (2017), and the co-author of Preventing Bullying in Schools: A Social and Emotional Learning Approach to Prevention and Early Intervention (2020). Mark D. Weist received a Ph.D. in clinical psychology from VirginiaTech in 1991 after completing his internship at Duke University, and is a Professor in the Department of Psychology at the University of South Carolina (UofSC). In 1995, with colleagues from the University of Maryland, he established the National Center for School Mental

• Chapter 1. Introductory Chapter from the Editors.- Section 1: Promoting Meaningful Engagement and Leadership by Diverse Stakeholders.- Chapter 2. The Importance of Diversity and Engagement.- Chapter 3. Advancing Research to Improve the Practice of Family Engagement and Leadership in Schools.- Chapter 4. Building Effective Measurement Systems for Family Engagement and Leadership in Schools.- Chapter 5. Social Network Analysis and Social Capital in School Mental Health.- Chapter 6. Building Cultural Humility as a Foundation for Meaningful Engagement of Stakeholders in School Mental Health.- Chapter 7. Mental Health Literacy and Stigma Reduction in School Mental Health.- Chapter 8. Parenting Beliefs and Parenting Practices to Promote Youth Mental Health.- Chapter 9. Building School-Community Relationships to Advance Parental Leadership and Equity in School Mental Health.- Chapter 10. Parental Racial Socialization and Coping to Promote Mental Health.- Chapter 11. Developing School-Community Relationships to Promote Mental Health.- Section 2. Section 2: Training, Coaching, and Workforce Development.- Chapter 12. Helping Professionals Make a Difference.- Chapter 13. Training Teachers in Culturally Competent Tier 1/Universal Classroom Management.- Chapter 14. Innovative Methods for Preparing the Early Childhood Teacher Workforce.- Chapter 15. Leveraging Technology to Enhance Teacher Training and Preparedness.- Chapter 16. Coaching Teachers in Tier 2/Targeted Classroom Interventions.- Chapter 17. Mental Health Workforce Preparation.- Chapter 18. Preparing the Mental Health Workforce for Service Delivery in Rural Communities.- Chapter 19. Teacher Readiness for Adoption and Implementation of Evidence-Based Practices.- Chapter 20. Leveraging School Guidance Departments to Train School Mental Health Providers.- Chapter 21. Preparing the School Mental Health Workforce for Partnerships to Address Children’s Needs.- Section 3. Intervention Science for Children with Specific Needs.- Chapter 22. Intervention Science: Clarifying the Path Forward.- Chapter 23. SMH Interventions for Anxiety.- Chapter 24. SMH Interventions for Depression.- Chapter 25. SMH Interventions for Trauma.- Chapter 26. SMH Interventions for ADHD.- Chapter 27. SMH Interventions for Suicide Prevention.- Chapter 28. SMH Interventions for Substance Use Prevention.- Chapter29. SMH Interventions for Bullying and Aggression.- Chapter 30. SMH Interventions to Enhance Social Functioning.- Chapter 31. SMH Interventions for Autism.- Chapter 32. Preventing Problems with SMH Universal Social and Emotional Programs.- Section 4. Innovations in Scaling Up and Implementation Science.- Chapter 33. Making Implementation Science Work in SMH.- Chapter 34. Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH-ADTC) in Schools.- Chapter 35. Adapting Preventive Interventions to Meet Student Needs: A Focus on Tier 2 Interventions.- Chapter 36. Leveraging a Coordinated Knowledge System (CKS) to Scale Up Evidence-Based Practices.- Chapter 37. Scaling-up Screening of Student Behavioral and Mental Health Needs.- Chapter 38. Best Practices in Online Delivery of Mental Health Programs and Practices.- Chapter 39. Integrating Evidence-Based Practices through Multitiered Systems of Support.- Chapter 40. Supporting Scaleup of Positive Behavior Support: A National Technical Assistance Model.- Chapter 41. Optimizing Implementation of School-Based Programming by Leveraging Motivational Interviewing.- Chapter 42. Strategies and Structures to Promote Scaleup of Evidence-Based Practices in Schools.- Chapter 43. Supporting Implementation of Evidence-Based Practices in Schools: A Focus on Measures, Models, and Mechanisms.- Chapter 44. Estimating Cost of School-Mental Health.- Chapter 45. State and Federal Policies to Support Scale Up of School-Based Programming.

Steven W. Evans, Ph.D., is a Distinguished Professor of Psychology and Co-Director of the Center for Intervention Research in Schools at Ohio University. Dr. Evans received his doctorate in clinical psychology from Case Western Reserve University and, before this, was an elementary school special education teacher. His research on school mental health intervention development and evaluation has been funded by a variety of federal research agencies and foundations and he has published over 200 journal articles, chapters and books. Dr. Evans has collaborated with educators, administrators, and school mental health professionals from dozens of school districts across the country to conduct this work. He is the founding editor-in-chief of the Springer journal, School Mental Health, and has co-authored multiple treatment guidelines and highly regarded reviews of best practices.Julie Sarno Owens, Ph.D., is a Professor in the Psychology Department and Co-Director of the Center for Intervention Research in Schools (CIRS) at Ohio University. She earned her doctorate in Clinical Psychology from Purdue University and has been a faculty member at Ohio University since 2001. Dr. Owens’ program of research focuses on the development and evaluation of school-based services for youth with emotional and behavioral problems and the identification of strategies that support high quality implementation of such services. Her work has been continuously funded by local, state, and federal grants for 20 years. She has authored more than 100 journal articles and book chapters, is an Associate Editor for the journal School Mental Health, and serves on the editorial board for five journals.Catherine Bradshaw, Ph.D., M.Ed., is a University Professor and the Senior Associate Dean for Research and Faculty Development at the School of Education and Human Development at the University of Virginia. Before her current appointment at U.Va., she was an Associate Professor and the Associate Chair of the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health, where she maintains a faculty position and codirects two prevention-focused research centers. She holds a doctorate in developmental psychology from Cornell University and a master's of education in counseling and guidance from the University of Georgia. Her primary research interests focus on the development of aggressive behavior and school-based prevention. She collaborates on research projects examining bullying and school climate; the development of aggressive and problem behaviors; effects of exposure to violence, peer victimization, and environmental stress on children; children with emotional and behavioral disorders and autism; and the design, evaluation, and implementation of evidence-based prevention programs in schools. She has led a number of federally funded randomized trials of school-based prevention programs, including Positive Behavioral Interventions and Supports (PBIS) and social-emotional learning curricula. She also has expertise in implementation science and coaching models. Dr. Bradshaw works with the Maryland State Department of Education and several school districts to support the development and implementation of programs and policies to prevent bullying and school violence, and to foster safe and supportive learning environments. She collaborates on federally funded research grants supported by the NIMH, NIMHD, NICHD, NIDA, CDC, NIJ, U.S. Department of Education, and the Institute of Education Sciences. She has published more than 325 peer-reviewed articles and chapters in edited volumes. She was previously the Associate Editor for the Journal of Research on Adolescence and is currently the editor of the journal Prevention Science and senior associate editor for Social and Emotional Learning: Research, Practice, and Policy. She is a coeditor of the Handbook of School Mental Health (Springer, 2014), the editor of Handbook on Bullying: A Life Course Perspective (2017), and the co-author of Preventing Bullying in Schools: A Social and Emotional Learning Approach to Prevention and Early Intervention (2020). Mark D. Weist received a Ph.D. in clinical psychology from VirginiaTech in 1991 after completing his internship at Duke University, and is a Professor in the Department of Psychology at the University of South Carolina (UofSC). In 1995, with colleagues from the University of Maryland, he established the National Center for School Mental

• Chapter 1. Introductory Chapter from the Editors.- Section 1: Promoting Meaningful Engagement and Leadership by Diverse Stakeholders.- Chapter 2. The Importance of Diversity and Engagement.- Chapter 3. Advancing Research to Improve the Practice of Family Engagement and Leadership in Schools.- Chapter 4. Building Effective Measurement Systems for Family Engagement and Leadership in Schools.- Chapter 5. Social Network Analysis and Social Capital in School Mental Health.- Chapter 6. Building Cultural Humility as a Foundation for Meaningful Engagement of Stakeholders in School Mental Health.- Chapter 7. Mental Health Literacy and Stigma Reduction in School Mental Health.- Chapter 8. Parenting Beliefs and Parenting Practices to Promote Youth Mental Health.- Chapter 9. Building School-Community Relationships to Advance Parental Leadership and Equity in School Mental Health.- Chapter 10. Parental Racial Socialization and Coping to Promote Mental Health.- Chapter 11. Developing School-Community Relationships to Promote Mental Health.- Section 2. Section 2: Training, Coaching, and Workforce Development.- Chapter 12. Helping Professionals Make a Difference.- Chapter 13. Training Teachers in Culturally Competent Tier 1/Universal Classroom Management.- Chapter 14. Innovative Methods for Preparing the Early Childhood Teacher Workforce.- Chapter 15. Leveraging Technology to Enhance Teacher Training and Preparedness.- Chapter 16. Coaching Teachers in Tier 2/Targeted Classroom Interventions.- Chapter 17. Mental Health Workforce Preparation.- Chapter 18. Preparing the Mental Health Workforce for Service Delivery in Rural Communities.- Chapter 19. Teacher Readiness for Adoption and Implementation of Evidence-Based Practices.- Chapter 20. Leveraging School Guidance Departments to Train School Mental Health Providers.- Chapter 21. Preparing the School Mental Health Workforce for Partnerships to Address Children’s Needs.- Section 3. Intervention Science for Children with Specific Needs.- Chapter 22. Intervention Science: Clarifying the Path Forward.- Chapter 23. SMH Interventions for Anxiety.- Chapter 24. SMH Interventions for Depression.- Chapter 25. SMH Interventions for Trauma.- Chapter 26. SMH Interventions for ADHD.- Chapter 27. SMH Interventions for Suicide Prevention.- Chapter 28. SMH Interventions for Substance Use Prevention.- Chapter29. SMH Interventions for Bullying and Aggression.- Chapter 30. SMH Interventions to Enhance Social Functioning.- Chapter 31. SMH Interventions for Autism.- Chapter 32. Preventing Problems with SMH Universal Social and Emotional Programs.- Section 4. Innovations in Scaling Up and Implementation Science.- Chapter 33. Making Implementation Science Work in SMH.- Chapter 34. Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH-ADTC) in Schools.- Chapter 35. Adapting Preventive Interventions to Meet Student Needs: A Focus on Tier 2 Interventions.- Chapter 36. Leveraging a Coordinated Knowledge System (CKS) to Scale Up Evidence-Based Practices.- Chapter 37. Scaling-up Screening of Student Behavioral and Mental Health Needs.- Chapter 38. Best Practices in Online Delivery of Mental Health Programs and Practices.- Chapter 39. Integrating Evidence-Based Practices through Multitiered Systems of Support.- Chapter 40. Supporting Scaleup of Positive Behavior Support: A National Technical Assistance Model.- Chapter 41. Optimizing Implementation of School-Based Programming by Leveraging Motivational Interviewing.- Chapter 42. Strategies and Structures to Promote Scaleup of Evidence-Based Practices in Schools.- Chapter 43. Supporting Implementation of Evidence-Based Practices in Schools: A Focus on Measures, Models, and Mechanisms.- Chapter 44. Estimating Cost of School-Mental Health.- Chapter 45. State and Federal Policies to Support Scale Up of School-Based Programming.

Steven W. Evans, Ph.D., is a Distinguished Professor of Psychology and Co-Director of the Center for Intervention Research in Schools at Ohio University. Dr. Evans received his doctorate in clinical psychology from Case Western Reserve University and, before this, was an elementary school special education teacher. His research on school mental health intervention development and evaluation has been funded by a variety of federal research agencies and foundations and he has published over 200 journal articles, chapters and books. Dr. Evans has collaborated with educators, administrators, and school mental health professionals from dozens of school districts across the country to conduct this work. He is the founding editor-in-chief of the Springer journal, School Mental Health, and has co-authored multiple treatment guidelines and highly regarded reviews of best practices.Julie Sarno Owens, Ph.D., is a Professor in the Psychology Department and Co-Director of the Center for Intervention Research in Schools (CIRS) at Ohio University. She earned her doctorate in Clinical Psychology from Purdue University and has been a faculty member at Ohio University since 2001. Dr. Owens’ program of research focuses on the development and evaluation of school-based services for youth with emotional and behavioral problems and the identification of strategies that support high quality implementation of such services. Her work has been continuously funded by local, state, and federal grants for 20 years. She has authored more than 100 journal articles and book chapters, is an Associate Editor for the journal School Mental Health, and serves on the editorial board for five journals.Catherine Bradshaw, Ph.D., M.Ed., is a University Professor and the Senior Associate Dean for Research and Faculty Development at the School of Education and Human Development at the University of Virginia. Before her current appointment at U.Va., she was an Associate Professor and the Associate Chair of the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health, where she maintains a faculty position and codirects two prevention-focused research centers. She holds a doctorate in developmental psychology from Cornell University and a master's of education in counseling and guidance from the University of Georgia. Her primary research interests focus on the development of aggressive behavior and school-based prevention. She collaborates on research projects examining bullying and school climate; the development of aggressive and problem behaviors; effects of exposure to violence, peer victimization, and environmental stress on children; children with emotional and behavioral disorders and autism; and the design, evaluation, and implementation of evidence-based prevention programs in schools. She has led a number of federally funded randomized trials of school-based prevention programs, including Positive Behavioral Interventions and Supports (PBIS) and social-emotional learning curricula. She also has expertise in implementation science and coaching models. Dr. Bradshaw works with the Maryland State Department of Education and several school districts to support the development and implementation of programs and policies to prevent bullying and school violence, and to foster safe and supportive learning environments. She collaborates on federally funded research grants supported by the NIMH, NIMHD, NICHD, NIDA, CDC, NIJ, U.S. Department of Education, and the Institute of Education Sciences. She has published more than 325 peer-reviewed articles and chapters in edited volumes. She was previously the Associate Editor for the Journal of Research on Adolescence and is currently the editor of the journal Prevention Science and senior associate editor for Social and Emotional Learning: Research, Practice, and Policy. She is a coeditor of the Handbook of School Mental Health (Springer, 2014), the editor of Handbook on Bullying: A Life Course Perspective (2017), and the co-author of Preventing Bullying in Schools: A Social and Emotional Learning Approach to Prevention and Early Intervention (2020). Mark D. Weist received a Ph.D. in clinical psychology from VirginiaTech in 1991 after completing his internship at Duke University, and is a Professor in the Department of Psychology at the University of South Carolina (UofSC). In 1995, with colleagues from the University of Maryland, he established the National Center for School Mental

• Chapter 1. Introductory Chapter from the Editors.- Section 1: Promoting Meaningful Engagement and Leadership by Diverse Stakeholders.- Chapter 2. The Importance of Diversity and Engagement.- Chapter 3. Advancing Research to Improve the Practice of Family Engagement and Leadership in Schools.- Chapter 4. Building Effective Measurement Systems for Family Engagement and Leadership in Schools.- Chapter 5. Social Network Analysis and Social Capital in School Mental Health.- Chapter 6. Building Cultural Humility as a Foundation for Meaningful Engagement of Stakeholders in School Mental Health.- Chapter 7. Mental Health Literacy and Stigma Reduction in School Mental Health.- Chapter 8. Parenting Beliefs and Parenting Practices to Promote Youth Mental Health.- Chapter 9. Building School-Community Relationships to Advance Parental Leadership and Equity in School Mental Health.- Chapter 10. Parental Racial Socialization and Coping to Promote Mental Health.- Chapter 11. Developing School-Community Relationships to Promote Mental Health.- Section 2. Section 2: Training, Coaching, and Workforce Development.- Chapter 12. Helping Professionals Make a Difference.- Chapter 13. Training Teachers in Culturally Competent Tier 1/Universal Classroom Management.- Chapter 14. Innovative Methods for Preparing the Early Childhood Teacher Workforce.- Chapter 15. Leveraging Technology to Enhance Teacher Training and Preparedness.- Chapter 16. Coaching Teachers in Tier 2/Targeted Classroom Interventions.- Chapter 17. Mental Health Workforce Preparation.- Chapter 18. Preparing the Mental Health Workforce for Service Delivery in Rural Communities.- Chapter 19. Teacher Readiness for Adoption and Implementation of Evidence-Based Practices.- Chapter 20. Leveraging School Guidance Departments to Train School Mental Health Providers.- Chapter 21. Preparing the School Mental Health Workforce for Partnerships to Address Children’s Needs.- Section 3. Intervention Science for Children with Specific Needs.- Chapter 22. Intervention Science: Clarifying the Path Forward.- Chapter 23. SMH Interventions for Anxiety.- Chapter 24. SMH Interventions for Depression.- Chapter 25. SMH Interventions for Trauma.- Chapter 26. SMH Interventions for ADHD.- Chapter 27. SMH Interventions for Suicide Prevention.- Chapter 28. SMH Interventions for Substance Use Prevention.- Chapter29. SMH Interventions for Bullying and Aggression.- Chapter 30. SMH Interventions to Enhance Social Functioning.- Chapter 31. SMH Interventions for Autism.- Chapter 32. Preventing Problems with SMH Universal Social and Emotional Programs.- Section 4. Innovations in Scaling Up and Implementation Science.- Chapter 33. Making Implementation Science Work in SMH.- Chapter 34. Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH-ADTC) in Schools.- Chapter 35. Adapting Preventive Interventions to Meet Student Needs: A Focus on Tier 2 Interventions.- Chapter 36. Leveraging a Coordinated Knowledge System (CKS) to Scale Up Evidence-Based Practices.- Chapter 37. Scaling-up Screening of Student Behavioral and Mental Health Needs.- Chapter 38. Best Practices in Online Delivery of Mental Health Programs and Practices.- Chapter 39. Integrating Evidence-Based Practices through Multitiered Systems of Support.- Chapter 40. Supporting Scaleup of Positive Behavior Support: A National Technical Assistance Model.- Chapter 41. Optimizing Implementation of School-Based Programming by Leveraging Motivational Interviewing.- Chapter 42. Strategies and Structures to Promote Scaleup of Evidence-Based Practices in Schools.- Chapter 43. Supporting Implementation of Evidence-Based Practices in Schools: A Focus on Measures, Models, and Mechanisms.- Chapter 44. Estimating Cost of School-Mental Health.- Chapter 45. State and Federal Policies to Support Scale Up of School-Based Programming.