Abstract
BACKGROUND: Schools are the primary context for mental health services for youth in the United States and a critical setting for increasing access to mental health care, especially for youth from low income and historically minoritized communities. However, numerous barriers to implementing evidence-based practices persist for chronically underserved youth in schools. Establishing strong collaborations with community partners is essential for successful implementation. OBJECTIVE: This conceptual overview offers the ACCESS model as a resource for school-partnered training and consultation efforts, in contrast to previous applications that emphasized community mental health and inpatient contexts. METHOD: Drawing from our groups' collective decades of partnering with school and community members to deliver evidence-based practice training and consultation support in underserved schools and reflecting on our collaborations with community mental health agencies contracted to provide mental health services in schools, we outline a practical model for partners to provide training and implementation support in the school context. Specifically, we have described applications of the ACCESS model (Creed et al., 2014; Stirman et al., 2010) in training and consultation in partnership with leaders, service providers, and educators working in underserved school settings. The ACCESS model provides guidance for trainers and implementers to Assess and adapt training content, Convey the basics during initial training, provide Consultation to facilitate learning and behavior change, Evaluate work samples to assess EBP fidelity, Study outcomes, and foster Sustainment of practices over time. CONCLUSION: The ACCESS model offers a practical roadmap for school-partnered EBP implementation, outlining each step and providing concrete guidance for psychologists with applied examples from our work. This authorship team represents co-developers of the ACCESS model and three distinct research groups that have provided training and consultation in partnership with numerous public-school systems. Throughout, we emphasize how school-academic partnerships can support implementation in underserved schools.