ISU Lab Publications

• Brief Digital Intervention in Ontario Schools 
• Meeting the Mental Health Needs of Students with ADHD
• Meeting the Mental Health Needs of Students with Specific Learning Disorder
• Understanding the Mental Health Needs of Students with Autism
• Understanding the Mental Health Needs of Students with Intellectual Disability

• Short, K., Bullock, H., Crooks, C. V., & Georgiades, K. (2022). Using Implementation Science to Optimize School Mental Health During the COVID-19 Pandemic. Canadian Journal of Community Mental Health. 41(3): 5-21. https://doi.org/10.7870/cjcmh-2022-021 
• Crooks, C. V., Dunlop, C., & Short, K. (2022). A structured conceptualization of implementation-sensitive interventions for school mental health. Canadian Journal of Community Mental Health. 41(3): 22-38. https://doi.org/10.7870/cjcmh-2022-018 
• Peddigrew, E., Andrews, N. C. Z., Al-Jbouri, E., Fortier, A., & Weaver, T. (2022). Mechanisms Supporting Students’ Social and Emotional Learning Development: Qualitative Findings from A Teacher-Led Intervention. 41(3): 39-56. Canadian Journal of Community Mental Health. https://doi.org/10.7870/cjcmh-2022-019
• Mák, G., Fortier, A., Smith Fowler, H., Bobadilla, A., & Rae, J. (2022). Focusing on Uptake: The Evolution of an Evidence-Informed Classroom Resource for Student Mental Health.  Canadian Journal of Community Mental Health. 41(3): 57-75. https://doi.org/10.7870/cjcmh-2022-023
• Linden, B., Stuart, H., & Fortier, A. (2022). Evaluation of “Bell Let’s Talk in the Classroom”: A Guide for Improving Teachers’ Confidence in Providing Mental Health Education. Canadian Journal for Community Mental Health. 41(3): 76-102. https://doi.org/10.7870/cjcm-h2022-024 
• Crooks, C. V., Fortier, A., Graham, R., Hernandez, M., Chapnik, E., Cadieux, C., & Ludwig, K. (2022). Implementing a Brief Evidence-Based Tier 2 School Mental Health Intervention: The Enablers and Barriers as Seen through a Clinical Team Supervisor Lens.  Canadian Journal of Community Mental Health. 41(3): 139-156. https://doi.org/10.7870/cjcmh-2022-017
• Cwinn, E., Barry, E., Weisz, J., Bailin, A., Fitzpatrick, O., Venturo-Conerly, K., & Crooks, C. V. (In press). Brief Digital Interventions: An Implementation-Sensitive Approach to Addressing School Mental Health Needs of Youth with Mild and Emerging Mental Health Difficulties.  Canadian Journal of Community Mental Health. 41(3): 157-175. https://doi.org/10.7870/cjcmh-2022-026

Using Implementation Science to Optimize School Mental Health During the COVID-19 Pandemic

During the pandemic, School Mental Health Ontario (SMH-ON) provided responsive support as a provincial mobilizing system by leveraging implementation strategies.

A Structured Conceptualization of Implementation-Sensitive Interventions for School Mental Health

This study explores the use of group concept mapping (GCM) to capture characteristics of evidence-based, implementation-sensitive approaches to school mental health.

Mechanisms Supporting Students’ Social and Emotional Learning Development: Qualitative Findings from a Teacher-Led Intervention

This study examines the perspectives of teachers involved in a school-based social-emotional learning (SEL) intervention and identifies potential mechanisms teachers can use to support students’ SEL development.

Focusing on Uptake: The Evolution of an Evidence-Informed Classroom Resource for Student Mental Health

This article describes the process of developing and refining the Skills for Life (S4L) classroom resource to support the development of social emotional learning skills among Ontario high school students.

Evaluation of “Bell Let’s Talk in the Classroom”: A Guide for Improving Teachers’ Confidence in Providing Mental Health Education

Bell Canada commissioned the development of the Let’s Talk in the Classroom (LTIC) Guide to provide teachers with the education and support to feel confident delivering mental health content in the Grade 7/8 classroom. This preliminary evaluation explores the acceptability, feasibility, and utility of the LTIC Guide using a mixed methods approach.

Implementing a Brief Evidence-Based Tier 2 School Mental Health Intervention: The enablers and barriers as seen through a clinical team supervisor lens

This study examined the lessons, and implementation experiences of the Brief Intervention for School Clinicians (BRISC) model through the lens of Clinical Supervisors and Mental Health Leads over the past five years.

Brief Digital Interventions: An Implementation-Sensitive Approach to Addressing School Mental Health Needs of Youth with Mild and Emerging Mental Health Difficulties

In this paper, researchers aim to provide a rationale for Brief Digital Interventions (BDIs) as an innovative solution to address the needs and challenges observed in school mental health settings in Ontario.