The Role of Schools in Accessing Mental Healthcare for Children Exposed to Adult Intimate Partner Violence.

This article examines the role of schools in facilitating or impeding access to mental healthcare for children exposed to adult intimate partner violence (IPV), based on interviews with 30 mothers residing in IPV shelters in Texas. Findings highlight that family–school interactions serve as critical turning points in help-seeking trajectories, with schools sometimes initiating support or responding to maternal concerns, primarily related to behavioral issues. Barriers included school personnel minimizing nonbehavioral problems, lack of follow-through, and cultural or communication challenges affecting mothers' engagement, while facilitators involved special education services, school-based counseling, and supportive relationships with school staff. The study underscores the need for schools to enhance staff training on IPV dynamics, trauma-informed care, cultural competence, and proactive communication to better support children's mental health needs and their nonoffending caregivers.