Table of Contents
Overview
As student mental health needs continue to rise, Multi-Tiered Systems of Support (MTSS) are playing a critical role in helping schools identify and respond to those challenges. While MTSS is effectively surfacing academic and emotional concerns earlier, many districts are struggling to keep pace with the volume and intensity of needs, especially at Tiers 2 and 3. Explore how mental health is reshaping the MTSS landscape and what district leaders can do to strengthen support pathways without overwhelming school teams.
What K12 districts are seeing as student mental health needs continue to rise
MTSS is Doing Exactly What it Was Designed to Do and Still Feeling the Strain
Across K12 education, Multi-Tiered Systems of Support (MTSS) have become the backbone for identifying student needs early, coordinating interventions by level of support, and addressing both academic and social emotional needs of students.
In many ways, MTSS is doing exactly what it was designed to do. Districts are identifying students earlier and more consistently, and they are surfacing needs that might once have gone unnoticed.
At the same time, even well-established systems are under growing strain.
National survey data and policy analyses show that districts across the country are seeing a steady rise in Tier 2 and Tier 3 referrals driven by anxiety, depression, school avoidance, and emotional dysregulation, while school-based staffing levels have remained flat or declined (NCES School Pulse Panel; Kaiser Family Foundation). As a result, school teams are being asked to respond to needs that are deeper, more complex, and more urgent than before.
This pressure reflects broader trends in pediatric mental health. National surveillance data shows that roughly one in five children experience a diagnosable mental health disorder in a given year, and nearly two in five meet criteria at some point before age 18, helping explain why districts are experiencing sustained increases in student need rather than short-term spikes (Centers for Disease Control and Prevention; MMWR Mental Health Surveillance of Children).
The result is a widening gap between what MTSS is surfacing and what schools have the capacity to deliver.
Mental Health is Reshaping the MTSS Landscape
Today, districts are seeing a different pattern emerge through MTSS.
More students are struggling with:
- Persistent anxiety and depression
- School refusal and avoidance
- Trauma-related behaviors
- Emotional distress that interferes with learning, attendance, and peer relationships
Pediatric prevalence data helps explain this shift. National studies show that anxiety and behavioral disorders are among the most common mental health concerns in school-age children, with rates of anxiety and depression increasing steadily through adolescence (Centers for Disease Control and Prevention; National Comorbidity Survey Replication – Adolescent Supplement).
These challenges often require consistent, therapeutic support that most school-based teams cannot sustainably provide.
For MTSS teams, this shift creates difficult decisions. Students are identified with Tier 3 behavioral health needs, but pathways for follow-through are limited. Ensuring students and families are successfully connected to the right support remains challenging, particularly when access barriers and capacity constraints are involved.
When Identification Outpaces Capacity
In conversations with district leaders, a consistent tension emerges: MTSS is effective at identifying students who need help, but far less effective at ensuring they receive timely, ongoing support.
School counselors and support staff carry large caseloads while also managing crisis response, compliance tasks, and family communication. Community-based providers often have long waitlists or limited availability. Families may face transportation, scheduling, or insurance barriers.
In practice, this can lead to a pattern many educators recognize:
- A student is identified and supported briefly
- Care is delayed or inconsistent after referral
- Symptoms can resurface or escalate
Over time, this cycle strains staff, frustrates families, and leaves students without the stability they need to re-engage fully in school.
Absenteeism and Presenteeism Are Part of the Same Story
Chronic absenteeism has become one of the most visible indicators of student distress. But districts are also noticing another trend: students who are physically present but emotionally disengaged.
Anxiety, depression, and emotional overwhelm can affect concentration, participation, and behavior even when students attend class. Teachers may see increased disruption or withdrawal. MTSS teams may see repeated referrals without a clear resolution.
Both absenteeism and presenteeism reflect unmet needs that traditional school-based supports alone are not equipped to address at scale.
Staff Feel the Weight of the System
The pressure on MTSS systems does not fall on structures alone. It falls on people.
Counselors, nurses, administrators, and teachers often describe carrying the emotional burden of knowing students need more help than they can provide. District leaders face the responsibility of balancing student safety, staff well-being, and limited resources.
41% of school leaders reported moderate to extreme concern about teacher and staff mental health, and 61% reported that staff were increasingly worried about students’ depression, anxiety, trauma, or emotional dysregulation (NCES School Pulse Panel). Together, these findings highlight the sustained emotional demands placed on school teams even as they work to support students.
Many leaders share a similar concern: they want to do more for students without adding complexity, risk, or workload for already stretched teams.
Why This Moment Matters
The growing strain on MTSS isn’t a sign of failure. It’s a signal that student needs have changed faster than systems were designed to absorb.
Districts are being asked to respond to:
- Higher-acuity mental health needs
- Greater expectations for accountability and outcomes
- Ongoing staffing shortages
- Increased scrutiny around student safety and well-being
Understanding what is driving this pressure is the first step toward addressing it responsibly.
Moving Forward With Clarity
As districts navigate this moment, many are taking a step back to ask foundational questions:
- Where are our MTSS systems working well?
- Where are students getting stuck after identification?
- How can we strengthen follow-through without overburdening staff?
There are no one-size-fits-all answers. But there is growing alignment on one idea: supporting today’s students requires thoughtfully extending capacity while maintaining quality, safety, and trust.
MTSS remains a critical framework for student success. Ensuring it can meet the realities of today’s mental health landscape is one of the most important challenges districts face.
Because when students are supported emotionally, they are better able to show up, stay engaged, and learn.
Key Takeaways
- MTSS is surfacing student needs more effectively, but systems are straining under the volume and complexity of mental health concerns now coming to light.
- Staffing levels have not kept pace with student needs, creating a mismatch between what is identified and what schools can deliver.
- Many students are identified but face delays or inconsistent care, leading to recurring symptoms and additional strain on staff and families.
- MTSS teams are seeing more students who are present but emotionally disengaged, with mental health challenges affecting learning and peer relationships.
- Districts are reassessing where MTSS is working and where follow-through breaks down, aiming to extend capacity without overburdening school teams.
FAQs
MTSS teams are facing more high-acuity behavioral health needs that require therapeutic support beyond what most schools can provide. As a result, schools are having to rethink their follow-through processes and referral pathways to ensure students receive the right level of care.
Students may be identified for support but experience delays or inconsistency in care due to staffing shortages, provider waitlists, or access barriers. This can lead to worsening symptoms and repeated cycles of referral without resolution.
Districts are reassessing their systems by asking where MTSS is working, where follow-through breaks down, and how to extend capacity without overburdening staff. The focus is shifting to more strategic partnerships, clearer referral processes, and investments in scalable mental health support.
References
Bitsko, R. H., Claussen, A., Lichstein, J., et al. (2022). Mental health surveillance among children—United States, 2013–2019. MMWR Supplements, 71, 1–42. https://doi.org/10.15585/mmwr.su7102a1
Centers for Disease Control and Prevention. (2022, June 3). Data and statistics on children’s mental health. https://www.cdc.gov/childrensmentalhealth/data.html
Merikangas, K. R., He, J. P., Burstein, M., et al. (2010). Lifetime prevalence of mental disorders in U.S. adolescents: Results from the National Comorbidity Survey Replication–Adolescent Supplement (NCS-A). Journal of the American Academy of Child & Adolescent Psychiatry, 49(10), 980–989. https://doi.org/10.1016/j.jaac.2010.05.017
National Center for Education Statistics. (2024). Over half of public schools report staffing and funding limitations to effectively provide mental health services. U.S. Department of Education, Institute of Education Sciences. https://ies.ed.gov/learn/press-release/over-half-public-schools-report-staffing-and-funding-limit-their-efforts-effectively-provide-mental
Rudowitz, R., & Tolbert, J. (2025). The landscape of school-based mental health services. Kaiser Family Foundation. https://www.kff.org/mental-health/issue-brief/the-landscape-of-school-based-mental-health-services/
