(PS9-27) Implementation of the Mind Action Mood (M&M) Program; Lessons Learned in Implementing a Universal Prevention Program in Schools and the Importance of Stakeholder Collaboration

Considering the growing number of children and adolescents suffering from mental disorders and the compounding impact of untreated mental health issues, there is a mounting emphasis on bridging the divide between unmet mental health needs among youth and the implementation of effective, tailored evidence-based services. Schools are an effective setting to deliver mental health prevention programs to large cohorts of children and adolescents, as a setting in which they spend a large majority of their time (Williams et al., 2020). Currently, a significant body of research outlines the importance and effectiveness of universal prevention programs in school-based settings (Werner-Seidler et al., 2017), but there is less information on the process of implementing these programs, inclusion of stakeholder collaboration, and strategies for success in implementation. Further, extant implementation science looking at mental health in schools mainly focus on Tier 2 and 3 programs, or on prevention of substance use and violence (Flaspohler et al., 2012; Lyons & Bruns, 2019). 

The present study reports on the challenges, successes, and lessons learned through implementing and evaluating the Mind Action Mood (M&M) Program, a universal prevention-based CBT curriculum, in two diverse, low SES public schools in Harlem, NYC and emphasizes the need for community engagement. The implementation process included recruitment of schools, collaboration with administrators, training for teachers, incorporating feedback from stakeholders throughout the implementation process, weekly consultation and collecting student data. Critical findings from our team regarding this process fall into the domains of flexibility, communication, and infrastructure. Our first lesson in flexibility stemmed from a responsiveness to the student body’s needs and feasibility concerns. In the early stages of implementation, we utilized stakeholder input to adapt the program in order to best fit the needs of the student body and scheduling demands. Through this process, teachers served as experts in the classroom, and provided valuable input to anticipate how students would respond to the format and content of the manual and the process. Our second lesson was in communication. Inclusion and consistent collaboration with stakeholders throughout this process was central to the implementation’s success. Communication with administrators allowed for the research and implementation team to anticipate barriers and better establish buy-in, a key facilitator to successful implementation (Seewald & McGinn, 2022), and troubleshoot issues that arose in the classroom and provide support through consultation. Our third lesson underscores the importance of establishing infrastructure for universal programs dedicated to mental health. We ran into challenges related to scheduling, space, and time. Through consistent communication and flexibility, we were able to establish better infrastructure and processes for mental health curriculums. These findings have implications for future implementation strategies of universal prevention programs in schools and underscore the importance of including community stakeholders in the planning and implementation process.