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Enhancing No Child Left Behind–School Mental Health Connections
Author(s) -
Daly Brian P.,
Burke Robert,
Hare Isadora,
Mills Carrie,
Owens Celeste,
Moore Elizabeth,
Weist Mark D.
Publication year - 2006
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/j.1746-1561.2006.00142.x
Subject(s) - mental health , legislation , no child left behind , face (sociological concept) , mental health act , psychology , child health , child development , public relations , medical education , nursing , pedagogy , medicine , political science , sociology , psychiatry , law , family medicine , accountability , social science
The No Child Left Behind Act of 2001 was signed into law by President George W. Bush in January 2002 and is regarded as the most significant federal education policy initiative in a generation. The primary focus of the No Child Left Behind Act is on promoting educational success for all children; however, the legislation also contains opportunities to advance school‐based mental health. Unfortunately, the complexities of the provisions of the No Child Left Behind Act have made it difficult for educators, stakeholders, and mental health professionals to understand the legal and practical interface between No Child Left Behind and the school mental health movement. Therefore, the goals of this article are to (1) raise awareness about the challenges educators and school mental health professionals face as a result of the implementation of No Child Left Behind and (2) provide ideas and recommendations to advance the interface between No Child Left Behind and school mental health, which will support key provisions of the act and the growth of the field. (J Sch Health. 2006;76(9):446‐451)