School-university partnerships to enhance rural school-based mental health services: the SPIRSS project

Purpose This paper aims to explore the implementation and outcomes of the SPIRSS project, a school-university partnership (SUP) designed to address mental health service shortages in rural areas. The project aims to increase the availability of school-based mental health providers and services by placing trained school psychology graduate students in high-need rural schools. By leveraging the principles of Collective Impact, the SPIRSS project seeks to create sustainable, systemic changes in the delivery of rural school-based mental health services. Design/methodology/approach A mixed-methods evaluation approach was employed, including formative and summative assessments of project objectives. Data were collected from school screening tools, supervisor surveys and pre-post intervention measures and analyzed to assess the impact on student outcomes and professional training. Findings The SPIRSS project has generated significant benefits for both the participating rural schools and the university involved in the partnership. The project has significantly improved student emotional well-being and personal adjustment. The project also increased the number of school-based mental health service providers in partner rural schools, surpassing initial employment targets. The partnership has provided valuable hands-on training opportunities for school psychology graduate students, enhancing their clinical and consultation skills, and has exposed students to diverse and challenging environments, better preparing them for professional roles in underserved areas. Research limitations/implications The SPIRSS project demonstrates that SUPs are a powerful tool for addressing complex community challenges. By leveraging the strengths of both entities, such collaborations can create meaningful and lasting changes in service delivery and professional preparation. The success of this project highlights the potential for similar initiatives to be replicated in other regions facing similar challenges. As schools and universities continue to explore collaborative models, the lessons learned from the SPIRSS project can inform future efforts to improve the mental health and well-being of students in underserved communities. Practical implications The project demonstrates a viable model for addressing mental health service shortages in rural schools. By integrating school psychology graduate students into the educational system, schools can enhance their capacity to meet student mental health needs, improve academic outcomes and foster a supportive school climate. Originality/value This paper presents a unique application of the Collective Impact framework in the context of school mental health services. The SPIRSS project highlights the potential of collaborative, systemic approaches to create sustainable improvements in underserved areas, offering a replicable model for similar initiatives in other regions facing mental health service shortages.