University of California Santa Barbara

Project Covitality


Universal screening supports prevention and early intervention practices in schools. While assessing emotional and behavioral problems is often the primary focus of school-based screening, this approach may not fully address the needs of all students. By including strength-based measures in school-based universal mental wellness screening, we empower educators and administrators with a broader understanding of mental health, enabling them to inform proactive interventions that address problems while enhancing strengths.

Dual-Factor Model

Students take an active role in modern mental health screening, evaluating both their psychological distress and subjective well-being using the dual-factor or dual-continuum mental health model.

Wellness Screening and Monitoring


Stephanie Moore, PhD. Implementing Universal Social, Emotional, and Behavioral Screening; Challenges and Opportunities

UCSB Covitality     

Student Interview Form

See Also

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

Dual-Factor Mental Wellness

for Grades 3-6 using the Social Emotional Health Survey–Primary and the Me and the My School

Screening Survey: Student Orientation Presentation (slides)