An Interview with John Crocker, MEd (Part One)
As the youth mental health crisis continues, research shows that schools are an excellent setting to promote mental wellbeing among youth and provide critical support to students who are struggling. When mental health supports are embedded into school systems they allow for early identification, prevention, and intervention before concerns escalate into crises. This is why high-quality, data-informed, and clinically sound approaches to school mental health matter. As part of Beck Institute’s nonprofit mission, we provide training and certification to professionals who work with children and adolescents in school settings. Strong school mental health programs require training, clinical leadership, and systems that support professionals in doing this important work.
In this three-part series, we speak with John Crocker, MEd, a nationally recognized leader in comprehensive school mental health with nearly two decades of experience in public education. As an administrator in Methuen Public Schools, John has led the design and expansion of a district-wide comprehensive school mental health system—developing everything from data and staffing models to service delivery, leadership structures, and evaluation processes. His work demonstrates what is possible when schools invest in coordinated, evidence-based mental health care that is integrated into the educational system.
What is the case for integrating mental health services into school settings?
John Crocker, MEd: Think of schools as the prevention arm of the mental health system writ large. There’s really no better institution positioned to identify students that may need extra help in a proactive, preventative way. Schools are uniquely situated to support things like universal screening—ensuring we’re not waiting for a diagnosis or a crisis. We’re identifying emerging concerns early and providing care before things escalate.
There’s also compelling data to support this approach. Students complete treatment at a rate that is six times higher when services are offered in the school setting. The barriers to accessing community-based mental health care are very real—transportation, after-school care, insurance issues, stigma, mistrust. All of these can prevent a child from getting care.
In schools, we have a captive audience. Students are already familiar with the staff providing these services, and the care is safe and free. That combination makes school-based mental health services a recipe for success when it comes to navigating barriers and delivering proactive, preventative support.
What are the components of a successful school-based mental health program?
JC: We’re strong proponents of the Comprehensive School Mental Health System framework from the University of Maryland’s National Center for School Mental Health. At its core, it’s a Multi-Tiered System of Supports (MTSS)-based framework with tiered services that increase in intensity from Tier 1 to Tier 3.
Intensity is the key concept (defined by frequency, dosage, and duration) used to differentiate between tiers of supports. Schools are well positioned to deliver Tier I (mild intensity) social and emotional learning (SEL) and mental health literacy curriculum, Tier II (moderate intensity) group and individual therapeutic services, and Tier III (high intensity) interventions in which students receive coordinated services from a team of professionals who collaborate to provide clinical care and academic support while thoughtfully engaging with caregivers. A strong system offers a range of services across tiers.
MTSS isn’t just about services, though—it’s also about infrastructure. You need a strong school mental health team that can provide oversight, planning, resource allocation, logistics, and communication. Conducting a needs assessment is critical so you understand your population and can develop a plan your team can actually carry out.
Data systems matter, too. Are you conducting screening? Do you have thoughtful referral criteria? Have you mapped your interventions so you know what you can refer students to? Are you monitoring progress and using decision-making protocols to determine which students receive which services?
Ultimately, successful programs combine evidence-based services, well-trained and supervised staff, strong teams, and solid data systems—all grounded in a clear framework.
Related Training: CBT for Teachers Webinar
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