Monitoring Student Mental Health: The Utility and Feasibility of Data Analytics for Systematic Screening
Tracks
PRINCE ROOM - In-Person Only
| Wednesday, March 18, 2026 |
| 11:50 AM - 12:10 PM |
Overview
Rebecca Terlich, University of Southern Queensland
Presenter
Ms Rebecca Terlich
Phd Candidate
University of Southern Queensland
Monitoring Student Mental Health: The Utility and Feasibility of Data Analytics for Systematic Screening
Presentation Overview
Almost 14% of Australian children aged 4–11 experienced a documented mental disorder, and up to 40% of children seek mental health supports through their school. Despite this, schools face challenges in implementing robust systems for early identification of child mental health risks. Screening systems require financial, time, and staffing resources that many schools lack. Without timely identification, many children suffer in silence and experience cumulative disadvantages into adulthood. Innovative and feasible approaches to screening are therefore essential. Such approaches can guide effective identification, prevention, and early intervention.
This research has two primary aims. The first is to identify valid and reliable child mental health screening tools through a systematic review. The review also examines the burdens associated with implementing these measures in Australian schools. The second is to investigate the feasibility of using routinely collected school data to identify student mental health risk. This approach reduces the resource burden on schools while providing data-based insights to inform prevention and intervention. Student data from two primary schools were compared with teacher ratings of children on a validated screener, the Social, Emotional, and Academic Behaviour Risk Screening (SAEBRS).
The findings of the systematic review reveal that while several suitable measures are available, most present varying levels of accessibility problems related to substantial on-going costs, and/or mandate qualifications and training required to score and interpreting results. Preliminary analyses of the routine student data found significant associations between SAEBRS outcomes and all categories of routinely collected student data (demographics, health, academics, & behaviours), with small to large effect sizes. These findings highlight the utility of analysing routinely collected student data to supplement screening processes in schools and offer a viable alternative to burdensome screening tools and systems.
Three Key Learnings:
1. The importance of timely identification of child mental health concerns. 2. A review of currently available screening tools suitable for education settings.
3. The potential for using student routine data to supplement and compliment systematic student mental health screening.
This research has two primary aims. The first is to identify valid and reliable child mental health screening tools through a systematic review. The review also examines the burdens associated with implementing these measures in Australian schools. The second is to investigate the feasibility of using routinely collected school data to identify student mental health risk. This approach reduces the resource burden on schools while providing data-based insights to inform prevention and intervention. Student data from two primary schools were compared with teacher ratings of children on a validated screener, the Social, Emotional, and Academic Behaviour Risk Screening (SAEBRS).
The findings of the systematic review reveal that while several suitable measures are available, most present varying levels of accessibility problems related to substantial on-going costs, and/or mandate qualifications and training required to score and interpreting results. Preliminary analyses of the routine student data found significant associations between SAEBRS outcomes and all categories of routinely collected student data (demographics, health, academics, & behaviours), with small to large effect sizes. These findings highlight the utility of analysing routinely collected student data to supplement screening processes in schools and offer a viable alternative to burdensome screening tools and systems.
Three Key Learnings:
1. The importance of timely identification of child mental health concerns. 2. A review of currently available screening tools suitable for education settings.
3. The potential for using student routine data to supplement and compliment systematic student mental health screening.
Biography
Rebecca is as PhD student at the University of Southern Queensland and member of the Manna Institute. She has lived experience of neurodivergence and other 'invisible' disabilities. Rebecca is passionate about preventative mental health, child wellbeing, early intervention and early identification of child mental health concerns and diverse learning needs.
