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. For a list of screening tools that may be appropriate for children younger than age 5, see Birth to 5: Watch Me Thrive! A Compendium of Screening Measures for Young Children (Head Start Early Childhood Learning and Knowledge Center)
K–12: Percentage of youth with mental or emotional health needs as identified by a universal screening tool. For a list of mental health screening tools that may be appropriate for school-based use, see Mental Health Screening Tools for Grades K–12 (National Center on Safe Supportive Learning Environments)
Postsecondary and workforce: Percentage of individuals reporting a high level of mental and emotional well-being on surveys such as the Psychological Wellbeing Scale
Type(s) of Data Needed
SurveysWhy 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. Rates are even higher for youth and young adults who experienced record levels of depression and anxiety, alongside multiple forms of trauma. 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. 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
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
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
The framework's recommendations are based on syntheses of existing research. Please see the framework report for a list of works cited.