School Mental Health

Aims & Scope

School Mental Health: A Multidisciplinary Research and Practice Journal is a forum for the latest research related to prevention, treatment, and assessment practices that are associated with the pre-K to 12th-grade education system and focuses on children and adolescents with emotional and behavioral disorders.

The journal publishes empirical studies, quantitative and qualitative research, and systematic and scoping review articles from authors representing the many disciplines that are involved in school mental health, including child and school psychology, education, pediatrics, child and adolescent psychiatry, developmental psychology, school counseling, social work and nursing.

Sample topics include: · Innovative school-based treatment practices · Consultation and professional development procedures · Dissemination and implementation science targeting schools · Educational techniques for children with emotional and behavioral disorders · Schoolwide prevention programs · Medication effects on school behavior and achievement · Assessment practices · Special education services · Developmental implications affecting learning and behavior · Racial, ethnic, and cultural issues · School policy · Role of families in school mental health · Prediction of impairment and resilience · Moderators and mediators of response to treatment.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	3.7
2024	2.50

SJR (SCImago Journal Rank)

Year	Value
2024	1.342

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	53

Journal Rank

Year	Value
2024	2925

Journal Citation Indicator

Year	Value
2024	967

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Psychology and Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Evidence-Based Interventions in Schools: Developers’ Views of Implementation Barriers and Facilitators

  Citation: 360

  Authors: Susan G., S. Serene, Kimberly Eaton, Maura, Noa

• Evidence-Based Mental Health Programs in Schools: Barriers and Facilitators of Successful Implementation

  Citation: 337

  Authors: Audra K., Erum, Sheryl H., Bradley D., Lisa H.

• Toward a Blueprint for Trauma-Informed Service Delivery in Schools

  Citation: 273

  Authors: Sandra M., Austin H., Stacy, Natascha M.

• Healthy Environments and Response to Trauma in Schools (HEARTS): A Whole-School, Multi-level, Prevention and Intervention Program for Creating Trauma-Informed, Safe and Supportive Schools

  Citation: 247

  Authors: Joyce S., Miriam, Laura E., Talia

• School-Related Outcomes of Traumatic Event Exposure and Traumatic Stress Symptoms in Students: A Systematic Review of Research from 1990 to 2015

  Citation: 246

  Authors: Michelle M., Matt R., John S., Justina, Marla Pfenninger

• Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda

  Citation: 186

  Authors: Julie Sarno, Aaron R., Nicole Evangelista, Carrie, Erum, Craig, Mary

• Development and Psychometric Evaluation of the Attitudes Related to Trauma-Informed Care (ARTIC) Scale

  Citation: 178

  Authors: Courtney N., Steven M., Patricia D., Stacy, Prerna

• A Qualitative Study of the Sources and Impact of Stress Among Urban Teachers

  Citation: 164

  Authors: Elisa S., Tara G., Marc S., Raechel, Jordan

• Trauma-Informed Schools: Introduction to the Special Issue

  Citation: 162

  Authors: Stacy, Sandra M.

• School-Based Screening: A Population-Based Approach to Inform and Monitor Children’s Mental Health Needs

  Citation: 156

  Authors: Erin, Kristin, R. W.

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