Transforming School Mental Health Services: Evaluating the Effectiveness of a School-Based Psychological Support Intervention

Abstract

This study aims to examine the implementation and perceived effectiveness of a school-based psychological support intervention in transforming student mental health services. A qualitative descriptive design was employed at SMP Nurul Jadid, Probolinggo, Indonesia. Data were collected through semi-structured interviews, observations, and document analysis involving school leaders, counselors, teachers, students, and relevant stakeholders. Data were analyzed through data condensation, data display, and verification, while credibility was strengthened through source triangulation, technique triangulation, member checking, and prolonged engagement. The findings indicate three important patterns: early identification improves accessibility to psychological support, confidentiality and trust strengthen students’ willingness to disclose psychological difficulties, and collaboration among school stakeholders promotes preventive and continuous support. The study concludes that effective school mental health transformation requires movement from reactive counseling toward an integrated institutional system emphasizing prevention, accessibility, psychological safety, coordination, and continuous monitoring. The findings imply that schools should strengthen teacher mental health literacy, referral mechanisms, confidentiality procedures, stakeholder collaboration, and preventive psychological programs to create sustainable and responsive student-support services.