Child and Adolescent Anxiety and Depression Prior to and During the COVID-19 Pandemic in the United States.

Childhood anxiety and depression have been increasing for years, and evidence suggests the COVID-19 pandemic has exacerbated this trend. However, research has examined anxiety and depression primarily as exclusive conditions, overlooking comorbidity. This study examined relationships between the COVID-19 pandemic and anxiety and depression to clarify risk factors for singular and comorbid anxiety and depression in children. Using 2018-2019 and 2020-2021 samples from the National Survey of Children's Health, a nationally representative survey of children aged 0-17 in the United States, associations between the COVID-19 pandemic and child anxiety and depression were examined via survey-weights' adjusted bivariate and multiple regression analyses, controlling for demographic characteristics. The COVID-19 pandemic was associated with higher odds of having comorbid anxiety and depression but not singular anxiety or depression. Female sex, older age, having special healthcare needs, more frequent inability to cover basic needs on family income, and poorer caregiver mental health were associated with having been diagnosed with singular and comorbid anxiety and depression. Children that witnessed or were victims of violence in the neighborhood were also more likely to have comorbid anxiety and depression. Implications for prevention, intervention, and policy are discussed.

Examining Bullying Victimization, Bullying Perpetration, and Positive Childhood Experiences.

BACKGROUND: The National Academy of Sciences has recognized bullying as a serious public health issue, with the outcomes of bullying immediate and long-term. The purpose of this study was to examine the relationship between 7 selected positive childhood experiences, such as having a mentor, and bullying victimization, and bullying perpetration. METHODS: We used cross sectional data from the 2019-2020 National Survey of Children's Health, children ages 6 to 17 (n = 43,999). Bivariate analyses were used, with p < .05 deemed significant. To examine the association between experiences and bullying victimization or perpetration, multivariable regression models were used. RESULTS: Children who experienced any of the following positive childhood experiences had a lower odds of perpetration of bullying victimization: resilient family; safe neighborhood; supportive neighborhood; or connected caregiver. The following covariates had a lower odds of perpetrating bullying, across all models: race other than white, female sex, age of 13 or older, primary language not English, and a guardian education of a high school diploma or less. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Schools can play a formative role in promoting positive childhood experiences identified herein. CONCLUSIONS: Findings from this study may be beneficial for educators, policy makers, and child advocacy stakeholders as they design and implement school or community-based youth development programs.

Advancing School Behavioral Health at Multiple Levels of Scale.

There is a national movement to advance school behavioral health, involving the mental health system partnering with schools' multitiered systems of support. This article underscores the critical need for school behavioral health and presents strategies to advance effective programming at district, state, and regional levels. Themes include diverse stakeholder involvement, teaming, data-based decision-making, implementation of evidence-based practices, screening, coaching and implementation support, progress monitoring and outcome evaluation, and using findings to scale-up effective programming. Implications for research, practice, and policy are reviewed along with ideas for the future development of this field.