Trial Outcomes & Findings for Patient Centered Enhancements in School Behavioral Health (NCT NCT03901274)

Last Updated: 2025-06-05

Results Overview

Brief Problem Checklist: 12-item questionnaire measuring externalizing and internalizing problems found in children age 7-13 years old. Responses are given using a 3-point Likert scale ranging from 0 (not true) to 2 (very true), with responses summed for a possible score ranging from 0 to 24. High scores indicate a worse outcome for respondents. Analysis included students who completed at least 80% of the items on the scale.

Recruitment status

COMPLETED

Study phase

Target enrollment

2558 participants

Primary outcome timeframe

Baseline (intake) and at 3 months and 6 months post-intake

Results posted on

2025-06-05

Participant Flow

As defined here, students who enrolled in the project were engaged in clinical services with a school-based mental health therapist. For some outcome measures, we used schoolwide data (e.g., grades, discipline) for all students enrolled at participating schools. There, number of participants analyzed are much larger due to overall school enrollment.

Unit of analysis: Schools

Participant milestones

Participant milestones
Measure	Wellness Condition Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness Framework. Wellness: The Wellness framework packages together evidence-based practices of family engagement, modular evidence-based practice, quality assurance, and implementation support. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.	Partnership Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness framework. The clinicians in this condition will receive additional training on patient-centered enhancements called the Partnership intervention. Partnership: The two patient-centered enhancements are: enhancing mental health literacy and stigma reduction, and improving family-school-mental health partnerships. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.
Overall Study STARTED	1330 10	1228 10
Overall Study COMPLETED	1210 10	1098 10
Overall Study NOT COMPLETED	120 0	130 0

Reasons for withdrawal

Reasons for withdrawal
Measure	Wellness Condition Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness Framework. Wellness: The Wellness framework packages together evidence-based practices of family engagement, modular evidence-based practice, quality assurance, and implementation support. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.	Partnership Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness framework. The clinicians in this condition will receive additional training on patient-centered enhancements called the Partnership intervention. Partnership: The two patient-centered enhancements are: enhancing mental health literacy and stigma reduction, and improving family-school-mental health partnerships. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.
Overall Study Lost to Follow-up	120	124
Overall Study Withdrawal by Subject	0	6

Baseline Characteristics

Age analysis applies only to students, whose age was available for calculation. Parent/caregiver age is not available for analysis.

Baseline characteristics by cohort

PRIMARY outcome

Timeframe: Baseline (intake) and at 3 months and 6 months post-intake

Population: Students and parents who responded to at least 80% of items on the measure at each timepoint were included for analysis.

Outcome measures

Outcome measures
Measure	Wellness Condition n=1146 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness Framework. Wellness: The Wellness framework packages together evidence-based practices of family engagement, modular evidence-based practice, quality assurance, and implementation support. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.	Partnership n=982 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness framework. The clinicians in this condition will receive additional training on patient-centered enhancements called the Partnership intervention. Partnership: The two patient-centered enhancements are: enhancing mental health literacy and stigma reduction, and improving family-school-mental health partnerships. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.
Change in Emotional/Behavioral Functioning of Students Receiving Services Intake-student	9.03 score on a scale Standard Deviation 4.82	9.21 score on a scale Standard Deviation 4.71
Change in Emotional/Behavioral Functioning of Students Receiving Services 3 months post-student	8.86 score on a scale Standard Deviation 4.80	8.94 score on a scale Standard Deviation 4.60
Change in Emotional/Behavioral Functioning of Students Receiving Services 6 months post-student	9.05 score on a scale Standard Deviation 4.93	8.36 score on a scale Standard Deviation 4.70
Change in Emotional/Behavioral Functioning of Students Receiving Services Intake-parent	8.48 score on a scale Standard Deviation 5.02	8.97 score on a scale Standard Deviation 5.34
Change in Emotional/Behavioral Functioning of Students Receiving Services 3 months post-parent	7.15 score on a scale Standard Deviation 4.74	8.42 score on a scale Standard Deviation 5.01
Change in Emotional/Behavioral Functioning of Students Receiving Services 6 months post-parent	7.12 score on a scale Standard Deviation 4.68	7.63 score on a scale Standard Deviation 4.65

PRIMARY outcome

Timeframe: Annually per academic year

Population: This number includes all students who were enrolled at each of the 20 participating schools, not only those who were engaged in clinical practice. Students did not actively consent into this analysis of administrative school record data. Only a small fraction of the schoolwide population enrolled in the study to provide self-reported data on behaviors and clinical outcomes; whereas this analysis was of whole-school data.

Computed models for student referrals to in-school suspension (ISS). The primary estimate can be interpreted as the log count difference between the treatment and control, and the zero inflated parameter can be interpreted as the log odds of not belonging to the inflated zero latent class. The primary analysis answers the question "Did random assignment to the Partnership condition change the number of observed behaviors?" and the zero inflated parameter asks "Did random assignment to the Partnership condition change the odds of having any observed behaviors?".

Outcome measures

Outcome measures
Measure	Wellness Condition n=18653 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness Framework. Wellness: The Wellness framework packages together evidence-based practices of family engagement, modular evidence-based practice, quality assurance, and implementation support. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.	Partnership n=18652 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness framework. The clinicians in this condition will receive additional training on patient-centered enhancements called the Partnership intervention. Partnership: The two patient-centered enhancements are: enhancing mental health literacy and stigma reduction, and improving family-school-mental health partnerships. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.
Change in Discipline Rates 2019-2020 school year	4646 participants	4646 participants
Change in Discipline Rates 2020-2021 school year	4555 participants	4554 participants
Change in Discipline Rates 2021-2022 school year	4633 participants	4633 participants
Change in Discipline Rates 2022-2023 school year	4819 participants	4819 participants

PRIMARY outcome

Timeframe: Once annually, spring of each intervention year (2020, 2021, 2022, 2023)

Population: Participants in this outcome measure are schools, because this is a school-level variable. A total of 10 schools participated in each condition. In Spring 2020 and Spring 2021, only one school district participated due to the impact of the novel coronavirus pandemic and related transition to remote learning. In some cases, no teachers or staff responded to the invitation to participate (as indicated in participation numbers below).

School Climate Survey (SCS): a free, online climate survey from the US Department of Education (ED). The SCS is a 73-item questionnaire for students and an 83-item questionnaire for school instructional and non-instructional staff on a 4 point scale ranging from 1 "Strongly Agree" to 4 "Strongly Disagree". School-level data were analyzed using ED School Climate Surveys (EDSCLS) platform which produces a benchmarked scale score. The benchmarked scale scores were created using item parameters based on a Rasch model. The EDSCLS produced scores which may fall into one of three categories: * Least Favorable (scores below 300) * Favorable (scores 300-400) * Most Favorable (scores above 400-500) Additional information on the benchmark scale score calculation is available at safesupportivelearning.ed.gov/edscls/benchmarks

Outcome measures

Outcome measures
Measure	Wellness Condition n=10 Schools Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness Framework. Wellness: The Wellness framework packages together evidence-based practices of family engagement, modular evidence-based practice, quality assurance, and implementation support. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.	Partnership n=2284 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness framework. The clinicians in this condition will receive additional training on patient-centered enhancements called the Partnership intervention. Partnership: The two patient-centered enhancements are: enhancing mental health literacy and stigma reduction, and improving family-school-mental health partnerships. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.
Change in Perceptions of School Climate Spring 2020 - student	289.8 score on a scale Standard Deviation 15.3	297.5 score on a scale Standard Deviation 6.8
Change in Perceptions of School Climate Spring 2020- teacher	284.2 score on a scale Standard Deviation 30.8	270.5 score on a scale Standard Deviation 27.3
Change in Perceptions of School Climate Spring 2020 - staff	282.6 score on a scale Standard Deviation 17.6	281.0 score on a scale Standard Deviation 18.0
Change in Perceptions of School Climate Spring 2021 - student	267.9 score on a scale Standard Deviation 19.9	283.6 score on a scale Standard Deviation 20.9
Change in Perceptions of School Climate Spring 2021 - teacher	258.8 score on a scale Standard Deviation 31.2	250.7 score on a scale Standard Deviation 17.4
Change in Perceptions of School Climate Spring 2021 - staff	254.6 score on a scale Standard Deviation 16.6	258.8 score on a scale Standard Deviation 9.4
Change in Perceptions of School Climate Spring 2022 - student	289.2 score on a scale Standard Deviation 14.9	299.6 score on a scale Standard Deviation 23.6
Change in Perceptions of School Climate Spring 2022 - teacher	270.4 score on a scale Standard Deviation 19.5	278.2 score on a scale Standard Deviation 14.4
Change in Perceptions of School Climate Spring 2022 - staff	276.2 score on a scale Standard Deviation 22.9	267.9 score on a scale Standard Deviation 26.2
Change in Perceptions of School Climate Spring 2023 - student	296.3 score on a scale Standard Deviation 22.0	305.3 score on a scale Standard Deviation 22.3
Change in Perceptions of School Climate Spring 2023 - teacher	271.1 score on a scale Standard Deviation 14.4	266.2 score on a scale Standard Deviation 15.6
Change in Perceptions of School Climate Spring 2023 - staff	269.8 score on a scale Standard Deviation 27.4	276.3 score on a scale Standard Deviation 29.3

PRIMARY outcome

Timeframe: Duration of study enrollment from intake to study exit (average 6 months)

Population: Number of students who participated in therapy (attended sessions with provider)

Average number of clinical sessions per student during study enrollment, divided by type (in-person and via tele-health)

Outcome measures

Outcome measures
Measure	Wellness Condition n=578 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness Framework. Wellness: The Wellness framework packages together evidence-based practices of family engagement, modular evidence-based practice, quality assurance, and implementation support. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.	Partnership n=505 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness framework. The clinicians in this condition will receive additional training on patient-centered enhancements called the Partnership intervention. Partnership: The two patient-centered enhancements are: enhancing mental health literacy and stigma reduction, and improving family-school-mental health partnerships. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.
Change in Access to Services In-person sessions	6.12 total number of sessions Standard Deviation 7.82	6.17 total number of sessions Standard Deviation 6.71
Change in Access to Services Telehealth sessions	.83 total number of sessions Standard Deviation 2.88	1.62 total number of sessions Standard Deviation 4.83

PRIMARY outcome

Timeframe: At 3 months and 6 months post-intake

Population: There was some variance in number of students completing measures across the different measures

Client Satisfaction Questionnaire-8 (CSQ-8): 8-item measure for youth 11 and older and adults to assess individual's satisfaction with counseling services. Responses are given using a Likert scales ranging from 1 (indicating poor quality or dissatisfaction with service) to 4 (excellent or highly satisfied with service). Responses were summed for a possible score ranging from 8 to 32; with high scores indicating greater levels of satisfaction for respondents. Analysis included students who completed at least 80% of the items on the scale.

Outcome measures

Outcome measures
Measure	Wellness Condition n=448 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness Framework. Wellness: The Wellness framework packages together evidence-based practices of family engagement, modular evidence-based practice, quality assurance, and implementation support. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.	Partnership n=378 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness framework. The clinicians in this condition will receive additional training on patient-centered enhancements called the Partnership intervention. Partnership: The two patient-centered enhancements are: enhancing mental health literacy and stigma reduction, and improving family-school-mental health partnerships. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.
Change in Client Satisfaction With Services 3 months post intake	26.90 score on a scale Standard Deviation 3.80	27.23 score on a scale Standard Deviation 3.96
Change in Client Satisfaction With Services 6 months post intake	27.14 score on a scale Standard Deviation 4.03	27.46 score on a scale Standard Deviation 3.97

PRIMARY outcome

Timeframe: Baseline (intake) and at 3 months and 6 months post-intake

Population: There was some variance in number of students completing measures across the different measures.

Child and Adolescent Social and Adaptive Functioning Scale (CASAFS): 24-item measure on school performance, peer relations, family relations, and home duties/self-care. The items range from 0 "Never" to 3 "Always". For some items, "Does not apply to me" is an optional response. Scores were summed for a possible range of 0 to 72, and respondents with at least 80% of items answered were included in analysis. Several items on the instrument required reverse coding prior to analysis. For this scale, lower scores indicate worse outcomes.

Outcome measures

Outcome measures
Measure	Wellness Condition n=607 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness Framework. Wellness: The Wellness framework packages together evidence-based practices of family engagement, modular evidence-based practice, quality assurance, and implementation support. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.	Partnership n=546 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness framework. The clinicians in this condition will receive additional training on patient-centered enhancements called the Partnership intervention. Partnership: The two patient-centered enhancements are: enhancing mental health literacy and stigma reduction, and improving family-school-mental health partnerships. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.
Change in Social Functioning of Students Receiving Services Intake	2.05 score on a scale Standard Deviation 0.47	2.03 score on a scale Standard Deviation 0.45
Change in Social Functioning of Students Receiving Services 3 months post intake	2.10 score on a scale Standard Deviation 0.43	2.06 score on a scale Standard Deviation 0.45
Change in Social Functioning of Students Receiving Services 6 months post intake	2.13 score on a scale Standard Deviation 0.47	2.08 score on a scale Standard Deviation 0.47

PRIMARY outcome

Timeframe: Baseline (intake), and 3 months and 6 months post-intake

Population: There was some variance in number of students completing measures across the different measures.

Therapeutic Alliance Scale for Children-revised (TASC) is a twelve item scale measuring the therapeutic alliance across treatment. The scale is a 12-item, 4-point Likert scale, with responses ranging from 0 "not like me" to 3 "very much like me". Five items on the scale required reverse coding prior to analysis. The total score is the sum of all items, ranging from 0 to 48, where higher scores mean stronger therapeutic alliance (better outcomes). Survey data were collected at 3- and 6-months post intake.

Outcome measures

Outcome measures
Measure	Wellness Condition n=448 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness Framework. Wellness: The Wellness framework packages together evidence-based practices of family engagement, modular evidence-based practice, quality assurance, and implementation support. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.	Partnership n=378 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness framework. The clinicians in this condition will receive additional training on patient-centered enhancements called the Partnership intervention. Partnership: The two patient-centered enhancements are: enhancing mental health literacy and stigma reduction, and improving family-school-mental health partnerships. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.
Change in Therapeutic Alliance 3 months post intake	26.90 score on a scale Standard Deviation 3.80	27.23 score on a scale Standard Deviation 3.96
Change in Therapeutic Alliance 6 months post intake	27.14 score on a scale Standard Deviation 4.03	27.46 score on a scale Standard Deviation 3.97

PRIMARY outcome

Timeframe: Annual following each school year (2019-2020, 2020-2021, 2021-2022, and 2022-2023)

Population: Complete attendance records for all students enrolled in grades 6-8 at each of the 20 participating schools

School-level variable representing average number of days absent for all students in grades 6-8. The average is calculated by dividing the number of days absent by the total number of days in the school year (180). Note: attendance data are drastically skewed due to the impact of COVID-19. Many schools around the country, including those in one participating district, offered remote-only instruction (no in-person learning) during the 2020-2021 school year; thus the concept of "absence" from school was distorted. Therefore data presented here during 2019-2020 and 2020-2021 may not be meaningfully interpreted.

Outcome measures

Outcome measures
Measure	Wellness Condition n=10 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness Framework. Wellness: The Wellness framework packages together evidence-based practices of family engagement, modular evidence-based practice, quality assurance, and implementation support. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.	Partnership n=10 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness framework. The clinicians in this condition will receive additional training on patient-centered enhancements called the Partnership intervention. Partnership: The two patient-centered enhancements are: enhancing mental health literacy and stigma reduction, and improving family-school-mental health partnerships. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.
Change in Academic Attendance Rates 2018-2019	.083 Absent rate (days absent/days total) Standard Deviation .022	.096 Absent rate (days absent/days total) Standard Deviation .056
Change in Academic Attendance Rates 2019-2020	.051 Absent rate (days absent/days total) Standard Deviation .011	.057 Absent rate (days absent/days total) Standard Deviation .025
Change in Academic Attendance Rates 2020-2021	.345 Absent rate (days absent/days total) Standard Deviation .212	.381 Absent rate (days absent/days total) Standard Deviation .237
Change in Academic Attendance Rates 2021-2022	.162 Absent rate (days absent/days total) Standard Deviation .034	.165 Absent rate (days absent/days total) Standard Deviation .056
Change in Academic Attendance Rates 2022-2023	.122 Absent rate (days absent/days total) Standard Deviation .025	.129 Absent rate (days absent/days total) Standard Deviation .037

SECONDARY outcome

Timeframe: Baseline (intake), and 3 months and 6 months post-intake

Population: There was some variance in number of students completing measures across the different measures.

The Guide Curriculum Assessment (GCA): Mental Health Knowledge scale includes 14 true-false questions related to mental health. These items were scored based on the number of correct answers (0 to 14), where higher scores means more correct answers.

Outcome measures

Outcome measures
Measure	Wellness Condition n=603 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness Framework. Wellness: The Wellness framework packages together evidence-based practices of family engagement, modular evidence-based practice, quality assurance, and implementation support. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.	Partnership n=546 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness framework. The clinicians in this condition will receive additional training on patient-centered enhancements called the Partnership intervention. Partnership: The two patient-centered enhancements are: enhancing mental health literacy and stigma reduction, and improving family-school-mental health partnerships. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.
Change in Mental Health Knowledge Intake	5.77 score on a scale Standard Deviation 2.71	6.77 score on a scale Standard Deviation 2.74
Change in Mental Health Knowledge 3 months post intake	6.06 score on a scale Standard Deviation 2.78	6.74 score on a scale Standard Deviation 3.09
Change in Mental Health Knowledge 6 months post intake	6.02 score on a scale Standard Deviation 2.74	6.75 score on a scale Standard Deviation 3.01

SECONDARY outcome

Timeframe: Baseline (intake), 3 months post intake, and 6 months post intake

Population: There was some variance in number of students completing measures across the different measures

The Guide Curriculum Assessment (GCA): Perceived Stigma scale includes 12 items with responses on a 7-point Likert scale from 1 "strongly agree" to 4 "not sure" to 7 "strongly disagree". Two items require reverse coding. Lower scores on this scale mean more stigma and higher scores are optimal, indicating less mental health stigma. Scores on this scale range from 12 (most stigma) to 84 (least stigma).

Outcome measures

Outcome measures
Measure	Wellness Condition n=604 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness Framework. Wellness: The Wellness framework packages together evidence-based practices of family engagement, modular evidence-based practice, quality assurance, and implementation support. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.	Partnership n=543 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness framework. The clinicians in this condition will receive additional training on patient-centered enhancements called the Partnership intervention. Partnership: The two patient-centered enhancements are: enhancing mental health literacy and stigma reduction, and improving family-school-mental health partnerships. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.
Change in Perceived Stigma Intake	65.19 score on a scale Standard Deviation 10.95	65.93 score on a scale Standard Deviation 10.58
Change in Perceived Stigma 3 months post intake	65.26 score on a scale Standard Deviation 11.42	67.52 score on a scale Standard Deviation 10.51
Change in Perceived Stigma 6 months post intake	66.68 score on a scale Standard Deviation 10.72	68.56 score on a scale Standard Deviation 9.90

SECONDARY outcome

Timeframe: At 3 months and 6 months post-intake

Population: There was some variance in number of students completing measures across the different measures.

Parent Participation Engagement Measure is a 5-item measure of parent participation in therapy sessions, with responses on a 5-point Likert scale ranging from 1 "not at all" to 5 "very much"; and where 0 indicates "not applicable". Scores on this scale can range from 0 to 25 with higher scores indicating higher rates of parent engagement.

Outcome measures

Outcome measures
Measure	Wellness Condition n=422 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness Framework. Wellness: The Wellness framework packages together evidence-based practices of family engagement, modular evidence-based practice, quality assurance, and implementation support. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.	Partnership n=376 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness framework. The clinicians in this condition will receive additional training on patient-centered enhancements called the Partnership intervention. Partnership: The two patient-centered enhancements are: enhancing mental health literacy and stigma reduction, and improving family-school-mental health partnerships. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.
Change in Family-school-community Partnerships 3 months post intake	2.44 score on a scale Standard Deviation 1.42	2.43 score on a scale Standard Deviation 1.37
Change in Family-school-community Partnerships 6 months post intake	2.50 score on a scale Standard Deviation 1.39	2.53 score on a scale Standard Deviation 1.39

Adverse Events

Wellness Condition

Serious events: 0 serious events

Other events: 0 other events

Deaths: 0 deaths

Partnership

Serious events: 0 serious events

Other events: 0 other events

Deaths: 0 deaths

Serious adverse events

Adverse event data not reported

Other adverse events

Adverse event data not reported

Additional Information

Dr. Mark Weist

University of South Carolina

Phone: 803-777-8438

Email: [email protected]

Results disclosure agreements

Principal investigator is a sponsor employee
Publication restrictions are in place

Baseline characteristics by cohort
Measure	Wellness Condition n=1330 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness Framework. Wellness: The Wellness framework packages together evidence-based practices of family engagement, modular evidence-based practice, quality assurance, and implementation support. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.	Partnership n=1228 Participants Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness framework. The clinicians in this condition will receive additional training on patient-centered enhancements called the Partnership intervention. Partnership: The two patient-centered enhancements are: enhancing mental health literacy and stigma reduction, and improving family-school-mental health partnerships. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial.	Total n=2558 Participants Total of all reporting groups
Age, Categorical Students · <=18 years	665 Participants n=665 Participants • Age analysis applies only to students, whose age was available for calculation. Parent/caregiver age is not available for analysis.	614 Participants n=614 Participants • Age analysis applies only to students, whose age was available for calculation. Parent/caregiver age is not available for analysis.	1279 Participants n=1279 Participants • Age analysis applies only to students, whose age was available for calculation. Parent/caregiver age is not available for analysis.
Age, Categorical Students · Between 18 and 65 years	0 Participants n=665 Participants • Age analysis applies only to students, whose age was available for calculation. Parent/caregiver age is not available for analysis.	0 Participants n=614 Participants • Age analysis applies only to students, whose age was available for calculation. Parent/caregiver age is not available for analysis.	0 Participants n=1279 Participants • Age analysis applies only to students, whose age was available for calculation. Parent/caregiver age is not available for analysis.
Age, Categorical Students · >=65 years	0 Participants n=665 Participants • Age analysis applies only to students, whose age was available for calculation. Parent/caregiver age is not available for analysis.	0 Participants n=614 Participants • Age analysis applies only to students, whose age was available for calculation. Parent/caregiver age is not available for analysis.	0 Participants n=1279 Participants • Age analysis applies only to students, whose age was available for calculation. Parent/caregiver age is not available for analysis.
Age, Categorical Parents/Caregivers · <=18 years	0 Participants n=509 Participants • Age analysis applies only to students, whose age was available for calculation. Parent/caregiver age is not available for analysis.	0 Participants n=398 Participants • Age analysis applies only to students, whose age was available for calculation. Parent/caregiver age is not available for analysis.	0 Participants n=907 Participants • Age analysis applies only to students, whose age was available for calculation. Parent/caregiver age is not available for analysis.
Age, Categorical Parents/Caregivers · Between 18 and 65 years	489 Participants n=509 Participants • Age analysis applies only to students, whose age was available for calculation. Parent/caregiver age is not available for analysis.	382 Participants n=398 Participants • Age analysis applies only to students, whose age was available for calculation. Parent/caregiver age is not available for analysis.	871 Participants n=907 Participants • Age analysis applies only to students, whose age was available for calculation. Parent/caregiver age is not available for analysis.
Age, Categorical Parents/Caregivers · >=65 years	20 Participants n=509 Participants • Age analysis applies only to students, whose age was available for calculation. Parent/caregiver age is not available for analysis.	16 Participants n=398 Participants • Age analysis applies only to students, whose age was available for calculation. Parent/caregiver age is not available for analysis.	36 Participants n=907 Participants • Age analysis applies only to students, whose age was available for calculation. Parent/caregiver age is not available for analysis.
Sex/Gender, Customized Student - Female	323 Participants n=1330 Participants	291 Participants n=1228 Participants	614 Participants n=2558 Participants
Sex/Gender, Customized Student - Male	280 Participants n=1330 Participants	270 Participants n=1228 Participants	550 Participants n=2558 Participants
Sex/Gender, Customized Student - Nonbinary / Gender Non-Conforming	29 Participants n=1330 Participants	29 Participants n=1228 Participants	58 Participants n=2558 Participants
Sex/Gender, Customized Student - Missing or Prefer Not to Answer	33 Participants n=1330 Participants	24 Participants n=1228 Participants	57 Participants n=2558 Participants
Sex/Gender, Customized Parent - Female	471 Participants n=1330 Participants	392 Participants n=1228 Participants	863 Participants n=2558 Participants
Sex/Gender, Customized Parent - Male	57 Participants n=1330 Participants	47 Participants n=1228 Participants	104 Participants n=2558 Participants
Sex/Gender, Customized Parent - Nonbinary / Gender Non-Conforming	3 Participants n=1330 Participants	2 Participants n=1228 Participants	5 Participants n=2558 Participants
Sex/Gender, Customized Parent - Missing or Prefer Not to Answer	134 Participants n=1330 Participants	173 Participants n=1228 Participants	307 Participants n=2558 Participants
Ethnicity (NIH/OMB) Students · Hispanic or Latino	47 Participants n=665 Participants • Each row represents a segment of the enrolled population: students or parent/caregiver. To report more accurately, we have separated these groups. It is important to note, to account for exceptionally high number of unknown/not reported ethnicity, this is due to an error in data collection. The survey did not distinguish between race and ethnicity, therefore respondents may have indicated a race (e.g., Black/African American) and no ethnicity. We assign these as ethnicity unknown.	38 Participants n=614 Participants • Each row represents a segment of the enrolled population: students or parent/caregiver. To report more accurately, we have separated these groups. It is important to note, to account for exceptionally high number of unknown/not reported ethnicity, this is due to an error in data collection. The survey did not distinguish between race and ethnicity, therefore respondents may have indicated a race (e.g., Black/African American) and no ethnicity. We assign these as ethnicity unknown.	85 Participants n=1279 Participants • Each row represents a segment of the enrolled population: students or parent/caregiver. To report more accurately, we have separated these groups. It is important to note, to account for exceptionally high number of unknown/not reported ethnicity, this is due to an error in data collection. The survey did not distinguish between race and ethnicity, therefore respondents may have indicated a race (e.g., Black/African American) and no ethnicity. We assign these as ethnicity unknown.
Ethnicity (NIH/OMB) Students · Not Hispanic or Latino	0 Participants n=665 Participants • Each row represents a segment of the enrolled population: students or parent/caregiver. To report more accurately, we have separated these groups. It is important to note, to account for exceptionally high number of unknown/not reported ethnicity, this is due to an error in data collection. The survey did not distinguish between race and ethnicity, therefore respondents may have indicated a race (e.g., Black/African American) and no ethnicity. We assign these as ethnicity unknown.	0 Participants n=614 Participants • Each row represents a segment of the enrolled population: students or parent/caregiver. To report more accurately, we have separated these groups. It is important to note, to account for exceptionally high number of unknown/not reported ethnicity, this is due to an error in data collection. The survey did not distinguish between race and ethnicity, therefore respondents may have indicated a race (e.g., Black/African American) and no ethnicity. We assign these as ethnicity unknown.	0 Participants n=1279 Participants • Each row represents a segment of the enrolled population: students or parent/caregiver. To report more accurately, we have separated these groups. It is important to note, to account for exceptionally high number of unknown/not reported ethnicity, this is due to an error in data collection. The survey did not distinguish between race and ethnicity, therefore respondents may have indicated a race (e.g., Black/African American) and no ethnicity. We assign these as ethnicity unknown.
Ethnicity (NIH/OMB) Students · Unknown or Not Reported	618 Participants n=665 Participants • Each row represents a segment of the enrolled population: students or parent/caregiver. To report more accurately, we have separated these groups. It is important to note, to account for exceptionally high number of unknown/not reported ethnicity, this is due to an error in data collection. The survey did not distinguish between race and ethnicity, therefore respondents may have indicated a race (e.g., Black/African American) and no ethnicity. We assign these as ethnicity unknown.	576 Participants n=614 Participants • Each row represents a segment of the enrolled population: students or parent/caregiver. To report more accurately, we have separated these groups. It is important to note, to account for exceptionally high number of unknown/not reported ethnicity, this is due to an error in data collection. The survey did not distinguish between race and ethnicity, therefore respondents may have indicated a race (e.g., Black/African American) and no ethnicity. We assign these as ethnicity unknown.	1194 Participants n=1279 Participants • Each row represents a segment of the enrolled population: students or parent/caregiver. To report more accurately, we have separated these groups. It is important to note, to account for exceptionally high number of unknown/not reported ethnicity, this is due to an error in data collection. The survey did not distinguish between race and ethnicity, therefore respondents may have indicated a race (e.g., Black/African American) and no ethnicity. We assign these as ethnicity unknown.
Ethnicity (NIH/OMB) Parent/Caregiver · Hispanic or Latino	39 Participants n=665 Participants • Each row represents a segment of the enrolled population: students or parent/caregiver. To report more accurately, we have separated these groups. It is important to note, to account for exceptionally high number of unknown/not reported ethnicity, this is due to an error in data collection. The survey did not distinguish between race and ethnicity, therefore respondents may have indicated a race (e.g., Black/African American) and no ethnicity. We assign these as ethnicity unknown.	35 Participants n=614 Participants • Each row represents a segment of the enrolled population: students or parent/caregiver. To report more accurately, we have separated these groups. It is important to note, to account for exceptionally high number of unknown/not reported ethnicity, this is due to an error in data collection. The survey did not distinguish between race and ethnicity, therefore respondents may have indicated a race (e.g., Black/African American) and no ethnicity. We assign these as ethnicity unknown.	74 Participants n=1279 Participants • Each row represents a segment of the enrolled population: students or parent/caregiver. To report more accurately, we have separated these groups. It is important to note, to account for exceptionally high number of unknown/not reported ethnicity, this is due to an error in data collection. The survey did not distinguish between race and ethnicity, therefore respondents may have indicated a race (e.g., Black/African American) and no ethnicity. We assign these as ethnicity unknown.
Ethnicity (NIH/OMB) Parent/Caregiver · Not Hispanic or Latino	0 Participants n=665 Participants • Each row represents a segment of the enrolled population: students or parent/caregiver. To report more accurately, we have separated these groups. It is important to note, to account for exceptionally high number of unknown/not reported ethnicity, this is due to an error in data collection. The survey did not distinguish between race and ethnicity, therefore respondents may have indicated a race (e.g., Black/African American) and no ethnicity. We assign these as ethnicity unknown.	0 Participants n=614 Participants • Each row represents a segment of the enrolled population: students or parent/caregiver. To report more accurately, we have separated these groups. It is important to note, to account for exceptionally high number of unknown/not reported ethnicity, this is due to an error in data collection. The survey did not distinguish between race and ethnicity, therefore respondents may have indicated a race (e.g., Black/African American) and no ethnicity. We assign these as ethnicity unknown.	0 Participants n=1279 Participants • Each row represents a segment of the enrolled population: students or parent/caregiver. To report more accurately, we have separated these groups. It is important to note, to account for exceptionally high number of unknown/not reported ethnicity, this is due to an error in data collection. The survey did not distinguish between race and ethnicity, therefore respondents may have indicated a race (e.g., Black/African American) and no ethnicity. We assign these as ethnicity unknown.
Ethnicity (NIH/OMB) Parent/Caregiver · Unknown or Not Reported	626 Participants n=665 Participants • Each row represents a segment of the enrolled population: students or parent/caregiver. To report more accurately, we have separated these groups. It is important to note, to account for exceptionally high number of unknown/not reported ethnicity, this is due to an error in data collection. The survey did not distinguish between race and ethnicity, therefore respondents may have indicated a race (e.g., Black/African American) and no ethnicity. We assign these as ethnicity unknown.	579 Participants n=614 Participants • Each row represents a segment of the enrolled population: students or parent/caregiver. To report more accurately, we have separated these groups. It is important to note, to account for exceptionally high number of unknown/not reported ethnicity, this is due to an error in data collection. The survey did not distinguish between race and ethnicity, therefore respondents may have indicated a race (e.g., Black/African American) and no ethnicity. We assign these as ethnicity unknown.	1205 Participants n=1279 Participants • Each row represents a segment of the enrolled population: students or parent/caregiver. To report more accurately, we have separated these groups. It is important to note, to account for exceptionally high number of unknown/not reported ethnicity, this is due to an error in data collection. The survey did not distinguish between race and ethnicity, therefore respondents may have indicated a race (e.g., Black/African American) and no ethnicity. We assign these as ethnicity unknown.
Race (NIH/OMB) Students · American Indian or Alaska Native	2 Participants n=665 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	3 Participants n=614 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	5 Participants n=1279 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.
Race (NIH/OMB) Students · Asian	5 Participants n=665 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	5 Participants n=614 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	10 Participants n=1279 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.
Race (NIH/OMB) Students · Native Hawaiian or Other Pacific Islander	0 Participants n=665 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	0 Participants n=614 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	0 Participants n=1279 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.
Race (NIH/OMB) Students · Black or African American	313 Participants n=665 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	248 Participants n=614 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	561 Participants n=1279 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.
Race (NIH/OMB) Students · White	198 Participants n=665 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	220 Participants n=614 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	418 Participants n=1279 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.
Race (NIH/OMB) Students · More than one race	52 Participants n=665 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	50 Participants n=614 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	102 Participants n=1279 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.
Race (NIH/OMB) Students · Unknown or Not Reported	95 Participants n=665 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	88 Participants n=614 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	183 Participants n=1279 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.
Race (NIH/OMB) Parents / Caregivers · American Indian or Alaska Native	3 Participants n=665 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	1 Participants n=614 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	4 Participants n=1279 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.
Race (NIH/OMB) Parents / Caregivers · Asian	2 Participants n=665 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	4 Participants n=614 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	6 Participants n=1279 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.
Race (NIH/OMB) Parents / Caregivers · Native Hawaiian or Other Pacific Islander	1 Participants n=665 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	0 Participants n=614 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	1 Participants n=1279 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.
Race (NIH/OMB) Parents / Caregivers · Black or African American	266 Participants n=665 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	186 Participants n=614 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	452 Participants n=1279 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.
Race (NIH/OMB) Parents / Caregivers · White	198 Participants n=665 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	182 Participants n=614 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	380 Participants n=1279 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.
Race (NIH/OMB) Parents / Caregivers · More than one race	22 Participants n=665 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	17 Participants n=614 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	39 Participants n=1279 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.
Race (NIH/OMB) Parents / Caregivers · Unknown or Not Reported	173 Participants n=665 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	224 Participants n=614 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.	397 Participants n=1279 Participants • As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race.