Indicator: Mental and emotional well-being

Definition

Individuals possess mental and emotional well-being.

Recommended Metric(s)

Pre-K: Percentage of children with identified health or developmental concerns as identified by a developmental screening tool

Example Instruments

Not finding an instrument that suits your needs? Visit EdInstruments.org for more measurement tools.

  • K–12: Percentage of youth with mental or emotional health needs as identified by a universal screening tool
Example Instruments

Not finding an instrument that suits your needs? Visit EdInstruments.org for more measurement tools.

Postsecondary and workforce: Percentage of individuals reporting a high level of mental and emotional well-being on surveys

Example Instruments

Not finding an instrument that suits your needs? Visit EdInstruments.org for more measurement tools.

Type(s) of Data Needed

Surveys

Why it matters

In 2019, just before the COVID-19 pandemic, roughly one in five U.S. adults—nearly 50 million people—experienced a mental illness.1 Rates are even higher for youth and young adults who experienced record levels of depression and anxiety, alongside multiple forms of trauma.2, 3 In today’s political, economic, social, and health contexts, students of color and students from lower-income backgrounds face even greater mental and emotional well-being concerns because they are bearing burdens of family bereavement, economic uncertainty, housing instability, racial injustices, and trauma. Identifying individuals in need of mental and emotional health care is critical. Research shows that childhood depression, for instance, is more likely to persist into adulthood if left untreated, but only half of children with pediatric major depression are diagnosed before adulthood.4 This indicator thus aims to increase the identification of individuals experiencing mental and emotional well-being concerns.

What to know about measurement

In its guidance to schools for selecting a universal screening tool, the National Center on Safe Supportive Learning Environments states the following:

Prior to using a screening tool, it is essential that schools have (a) properly trained staff who can safely and effectively screen children and adolescents (i.e., at a minimum, staff who have been trained on how to administer a given screening tool and interpret the results); (b) a system for referral and follow-up when screening identifies a problem that requires further attention; and (c) access to school-based and community resources to adequately address the student’s mental health needs. If schools lack these capacities, then the utility of screening will be questionable. Many experts consider it unethical, for example, to screen students if appropriate referral, diagnostic or treatment resources are not available.5

We also note that this information should be voluntary and confidential.

Several survey tools exist to measure this indicator and related constructs through self-reports, as recommended for postsecondary and workforce populations. We have identified and suggested tools with an evidence base; however, other instruments may also be appropriate to measure this indicator.

E-W Case Studies

Tulsa map
ImpactTulsa’s Child Equity Index
ImpactTulsa partnered with Tulsa Public Schools to build a data visualization tool for exploring how environmental conditions vary across neighborhoods and their relationships to academic outcomes.
View Case Study

Source frameworks

This indicator appeared in three source frameworks reviewed for this report. Our proposed metric most closely aligns with StriveTogether’s proposed measure for health care access and utilization, neonatal/maternal health, and mental health indicator.

References