Abstract: Cultural Responsiveness In School-Based Evidence-Based Practices for Adolescent Behavioral Health: A Qualitative Content Analysis (2010–2024) (Society for Social Work and Research 31st Annual Conference)

Schedule:

Thursday, January 21, 2027

Union Station 11 (Hilton San Francisco Union Square)

* noted as presenting author

Laurens Van Sluytman, PhD, Professor/Assistant Dean, Morgan State University, Baltimore, MD

Vanessa Martin Jones, DSW, Assistant Professor, Morgan State University, Baltimore, MD

Linda Darrell, PhD, Associate Professor, Morgan State University, Baltimore, MD

Md Abdullah-Al Helal, PhD Candidate, Morgan State University, Baltimore, MD

Marline Francois-Madden, PhD, Assistant Professor, Morgan State University, Baltimore, MD

Miguel Rodriguez, Assistant Professor, Morgan State University, Baltimore City, MD

Noah Huynh, Project Director, Morgan State University, Baltimore, MD

Background and Purpose: School-based mental and behavioral health interventions are increasingly implemented through evidence-based practices (EBPs); however, less is known about the extent to which these interventions reflect cultural responsiveness for diverse adolescent populations. This study used qualitative content analysis to examine cultural adaptations within school-based EBPs targeting U.S. adolescents (≤18 years), comparing intervention components, settings, and reported adaptations.

Methods: Peer-reviewed articles were retrieved from ProQuest (2010–2024), capturing the period when school-based interventions became more formalized. Searches focused on EBPs, school-based delivery, adolescents, and mental/behavioral health outcomes, with filters applied across psychology, psychiatry, education, and public health. Inclusion criteria required methodological rigor and clearly identified populations (e.g., racially/ethnically minoritized youth). Fifty studies were reviewed, including randomized controlled trials, case studies, and mixed-methods designs.

Thirteen EBPs were analyzed across domains such as substance use, trauma, and mental health, including MATCH, SBIRT, CBITS, Motivational Interviewing, Botvin LifeSkills Training, Strengthening Families Program, and Family Check-Up. Data analysis followed Braun and Clarke’s six-phase thematic approach, achieving 87% intercoder agreement. A coding matrix captured theoretical foundations, populations, cultural adaptations, and implementation factors.

Results: Findings indicate that cultural adaptations were largely limited to surface-level modifications, such as translation or minor curriculum changes, rather than deeper integration of cultural values, community context, or family systems. While some interventions were implemented with diverse populations, few demonstrated culturally grounded design.

Family engagement emerged as an important but inconsistently applied component. Family-centered models showed stronger ecological alignment, yet many interventions remained individually focused despite evidence supporting family involvement. Implementation challenges were also common, including limited school resources, variability in practitioner training, and difficulties maintaining fidelity. Sustainability often depended on staffing, administrative support, and funding.

The analysis further revealed that structural inequities—such as poverty, racialized stress, and systemic disparities—were rarely addressed within intervention frameworks. The literature emphasized substance use and trauma, with less focus on broader mental health promotion.

Conclusions and Implications: Culturally responsive school-based interventions require deeper integration of community knowledge, family systems, and culturally grounded frameworks. Social workers are well positioned to bridge gaps between standardized EBPs and the lived realities of diverse youth. Strengthening training in culturally responsive implementation may enhance effectiveness and sustainability. Future research should prioritize equity-centered approaches that address both cultural context and structural determinants of adolescent mental health.