Date of Award

2026-05-01

Degree Name

Doctor of Philosophy

Department

Interdisciplinary Health Sciences

Advisor(s)

Beverley Argus-Calvo

Abstract

Purpose: The purpose of this study was to examine the implementation of Multi-Tiered Systems of Support (MTSS) and the integration of mental health services within two middle schools in a suburban-rural mix, predominantly Hispanic school district in Southwest Texas, referred to as Desert View Independent School District. The study explored how educators and school-based mental health professionals perceive, interpret, and operationalize MTSS within their school contexts. Methods: The study employed a qualitative case study design grounded in implementation science and ecological systems theory. Data were collected through purposive sampling and included semi-structured interviews with teachers, counselors, and a district-level school social worker. In addition, document analysis was conducted using the districts' MTSS handbooks and related policy materials. Data were analyzed using thematic analysis to identify patterns within and across schools. Results: Findings revealed that although MTSS is formally structured as a comprehensive framework to address academic, behavioral, and mental health needs, its implementation is shaped by significant organizational and structural challenges. Key themes included role ambiguity among school personnel, inconsistent use of data systems, fragmented integration of mental health supports, variability in leadership and implementation fidelity, and barriers to family engagement. Participants reported inconsistencies in tiered service delivery and limited coordination between school-based and external mental health providers. Cross-case analysis indicated that these challenges were not site-specific but reflected broader district-level conditions that influenced implementation. Conclusion: The findings highlight a disconnect between the intended design of MTSS and its operational reality, particularly in integrating mental health services. The results underscore the need for clearer role delineation, stronger integration of school-based mental health professionals, and more consistent use of data-informed decision-making. Implications for practice include the alignment of policy and implementation, investment in school-based mental health infrastructure, and providing targeted professional development to strengthen interdisciplinary collaboration. This study contributes to the limited research on MTSS implementation in suburban-rural mix, Hispanic-serving contexts and offers practical recommendations to improve systems of support in underserved school communities. Keywords: Multi-Tiered Systems of Support (MTSS), school-based mental health, implementation, suburban-rural mix schools, Hispanic-serving districts, qualitative case study, educational systems, mental health integration, underserved communities, rurality

Language

en

Provenance

Received from ProQuest

File Size

275 p.

File Format

application/pdf

Rights Holder

Rosario Elena Olivera

Download

Share

COinS