An estimated 3 to 10% of children in public school demonstrate significant and impairing psychopathology. Additionally, between 70 and 80% of children who receive mental health services receive them in schools. For many of these children, school is their only mental health resource. Schools are required by law to educate children and youth. Emotional, behavioral, and learning disorders that interfere with that education become the purview of schools via special education or Section 504 services.

For most children, school is a stabilizing part of their lives. They gain self-esteem and a feeling of self-efficacy through learning, socializing, sports and games, and a positive relationship with their teachers, the significant adults outside of the home. For children and adolescents with psychiatric and learning disorders, however, school may be a very negative place, where they feel at a loss as to how to make and keep friends, pay attention, control their behavior, or keep up with their work. Understanding how children function at home, as well as how they function at school, is important in understanding the nature of the emotional problems and the environmental triggers that exacerbate or ameliorate them.

Children spend a great deal of time in schools. Although all schools have similar mandates and requirements, each school has its own unique character and culture. Children who may thrive in one school environment may struggle in another. It is extremely gratifying to work in the school setting as part of a team that helps a youngster who is troubled or troubling to be more successful. To do so, you must understand some of the basic laws and requirements, as well as types of services that may be provided in the school. Additionally, going into the school culture, you must always be ready to learn—about the unique aspects of the school, the strengths and areas of weakness, resource availability, and how to negotiate successfully within the educational system.