Student mental health needs continue to rise across the United States and many students and families rely on schools to provide services to meet these needs. Yet, an overwhelming number of available frameworks and approaches to school mental health (SMH) and overlapping terminology surrounding SMH supports like trauma‐informed (TI) approaches, social and emotional learning (SEL), and others can lead to confusion and potentially less effective implementation of services and supports for students. In this paper, we aim to mitigate this confusion and offer a solution that integrates several of these approaches into a single complementary model with a special emphasis on the role of SEL. We first present an overview of commonly used SMH frameworks. Next, we present the Trauma‐Informed Multi‐Tiered Systems of Support Model (TI‐SEL MTSS)–an adaptation of the TITI‐SEL MTSS–to include and emphasize the specific role of SEL as a critical foundational layer within a multi‐tiered system of support. The proposed adapted model maintains the key structure of a MTSS while highlighting the importance of embedding SEL pedagogy in daily teaching practices and all aspects of school life. A case study is used to illustrate how the proposed model adaptations can be used in practice and in tandem with TI and SMH services without being conflated as the same service as SEL. Practical implications for implementation are discussed.

中文翻译：

---

将社交情感学习自下而上嵌入多层服务和支持框架

美国各地学生的心理健康需求持续上升，许多学生和家庭依靠学校提供服务来满足这些需求。然而，大量可用的学校心理健康 (SMH) 框架和方法以及围绕 SMH 支持的重叠术语，如创伤知情 (TI) 方法、社交和情感学习 (SEL) 等，可能会导致混乱并可能降低效果落实对学生的服务和支持。在本文中，我们旨在减轻这种混乱，并提供一种解决方案，将其中几种方法集成到一个补充模型中，并特别强调 SEL 的作用。我们首先概述常用的 SMH 框架。接下来，我们提出创伤知情多层支持系统模型 (TI-SEL MTSS)——TITI-SEL MTSS 的改编版——包括并强调 SEL 作为多层支持系统中关键基础层的具体作用。的支持体系。所提出的改编模型保留了 MTSS 的关键结构，同时强调将 SEL 教学法嵌入日常教学实践和学校生活各个方面的重要性。使用案例研究来说明如何在实践中使用所提出的模型调整并与 TI 和 SMH 服务结合使用，而不会与 SEL 混为一谈。讨论了实施的实际影响。