Scaling school-based mental health support for children in resource-limited settings
Official title: Testing multi-level scale-up strategies to implement a school-based population approach of mental health preventive intervention
Funded at New York University School of Medicine · NIH-11542839 · Data updated 2026-11-12
A study tests how to grow and sustain a proven classroom-based mental health program for children in under-resourced communities.
Quick facts
| Grant type | R01 grant |
|---|---|
| Study type | NIH-funded research |
| Funding institution | New York University School of Medicine NIH-funded |
| Lab location | 1 site (New York, United States) |
| Project start | July 19, 2024 |
| Project end | May 31, 2029 |
| Funding year | 2026 |
| Award (this year) | $235,610 |
| NIH project number | 3R01MH134148-03S1 |
| Project ID | NIH-11542839 on NIH RePORTER |
Who could benefit from this research
✓Could help
School-aged children (approximately 5–11 years old) in resource-limited areas where schools face constraints.
✕Less likely to help
Children in settings with ample resources or schools unable to implement changes may see little direct benefit.
What this research studies
This project looks at how to roll out and maintain a proven mental health program in schools where resources are tight, using strategies that involve teachers and school leaders. It compares horizontal expansion (spreading the program across regions) with vertical integration (embedding the program into school policies and routines). The team will examine how task-shifting, training teachers to deliver and support the intervention, works in real-world settings outside the US, with lessons drawn from prior work in Uganda and Nepal. Results will come from implementing ParentCorps-Professional Development in diverse school districts and measuring child mental health outcomes, teacher practices, and sustainability over time.
Why it matters
Potential benefit: If successful, students may experience better mental health supports at school, with teachers and administrators having practical, scalable tools to help.
How similar studies have gone: Previous work showed that task-shifting PD to teachers can positively impact children’s mental health in some settings, suggesting potential for scalable impact.
Where this research is happening
-
New York University School of Medicine
New York, United States Active
Researchers
- Principal investigator: Huang, Keng-Yen — New York University School of Medicine
- Study coordinator: Huang, Keng-Yen
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About this research
- This is an active NIH-funded research project — typically early-stage science, not a clinical trial accepting patient enrollment.
- Some NIH-funded labs run parallel clinical studies or seek volunteers for related work. To check, contact the principal investigator or institution listed above.
- For full project details, budget, and progress reports, visit the official NIH RePORTER page.