Demonstrating reduced school absenteeism and disciplinary actions through a school-based teletherapy intervention among socioeconomically vulnerable youth: a retrospective observational study

BackgroundSchools play a central role in addressing the mental health needs of young people. Here, we analyze data from a school-based teletherapy intervention delivered in two socioeconomically vulnerable school districts to characterize sociodemographics of referred students, identify variables associated with session completion, and assess associations with attendance, grade point average (GPA), and disciplinary actions. MethodsGuidance counselors and mental healthcare professionals referred eligible students for participation in a 12-week teletherapy intervention in two socioeconomically vulnerable K-12 school districts (A and B) in California between 2021-2023. Using multivariable linear regressions, we assessed associations between session completion and attendance, GPA, and disciplinary actions during the school year following the intervention, as compared to the year prior. ResultsA total of 533 students were referred for the intervention in District A and 385 in District B. Of these, 389 (73%) and 258 (67%) attended an intake appointment; and 165 (31%) and 96 (25%) completed at least one session. In District B, completing 12 sessions was linked to an estimated increase of 12.31 school days attended (a 6.84% rise in attendance; 95% CI: 2.04% to 11.5%, p = 0.0051) and a reduction of 2.76 disciplinary actions, such as suspensions for behavioral incidents (95% CI: -0.48 to 5.88 fewer incidents, p = 0.091). In District A, students with a higher baseline GPA completed more sessions (1.3 additional sessions per 1-point higher GPA, 95% CI: 0.4 to 2.19, p<0.001). In both districts, students in foster care or experiencing homelessness completed fewer sessions. ConclusionsThis study demonstrates the potential of a school-based teletherapy intervention to boost attendance and reduce the need for disciplinary actions, particularly in socioeconomically vulnerable districts. Barriers to equitable participation, especially for students in foster care and experiencing housing instability, highlight the need for targeted support.