Universal screening supports prevention and early intervention practices in schools. Assessing emotional and behavioral problems is often the primary focus of school-based screening — however, this problem focus does not address the interests of a small percentage of students. Including strength-based measures in school-based universal mental wellness screening broadens educators’ understanding of mental health and informs proactive interventions that address problems and while enhance strengths.
Contemporary mental health screening examines a combination of students’ psychological distress and subjective well-being. This model is called the dual-factor or dual-continuum mental health model.
Wellness Screening and Monitoring
School Mental Health Collaborative
Best practices in universal screening for social, emotional, and behavioral outcomes:
An implementation guide
Complete Mental Wellness
“Free of psychopathology and flourishing, with high levels of emotional, psychological, and social well-being” (Keyes, 2005, p. 539).
Universal Complete Mental Wellness Screening Via Student Self-Report: Rationale and Step-by-Step Approach
California Department of Education Universal Social, Emotional, and Behavioral Screening for Monitoring and Early Intervention
for Grades 3-6 using the Social Emotional Health Survey–Primary and the Me and the My School