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Back to News New Jersey is testing universal depression screenings for students. What can we learn from other states? Insights for school-based mental health from initiatives across the nation Rising rates of depression and suicide among adolescents have pushed states to explore new approaches to school-based mental health support. This post examines New Jersey’s universal mental health screening initiative, drawing on evidence from large-scale efforts in Pennsylvania and policy lessons emerging from Illinois. Written by Belal Jonaid We are living in the midst of a youth mental health crisis, with current epidemiological research painting a worrying picture. Just two years ago, nearly 40% of high school students reported symptoms of depression. This statistic becomes even more troubling when we consider that suicide rates amongst teens and pre-teens have seen a sharp 85.3% increase in just a ten-year period from 2007 to 2017 (Woolf et al., 2025). Policymakers and education experts in New Jersey have responded to this crisis in a number of ways, with mental health screening in schools playing a major role. More specifically, in 2021 the Mental Health Screening in Schools Grant Program was created, allocating funding to support 11 pilot districts. Selected school districts would establish universal depression screening for secondary students as part of this program beginning in 2024 (Blitz et al., 2025). Source: Woolf et al., 2025 In assessing the viability of New Jersey’s approach, it might be helpful to review other cases where similar procedures have been implemented. The cases of mental health screening in neighboring Pennsylvania and Illinois provide illustrative examples. This is not only because of the large scale of screening carried out in these contexts, but also due to available data on the effectiveness of those programs in identifying and referring at-risk students. Pennsylvania: Charting Real-World Outcomes In a randomized three-year clinical trial studying outcomes in participating Pennsylvania schools, researchers found compelling evidence for the effectiveness of universal mental health screening. Over 12,000 students from 14 high schools were involved in this study, with students in two grade levels randomly assigned to screening procedures. Students in the group that underwent universal screening were 5.9 times more likely to be identified with symptoms of Major Depressive Disorder (Sekhar et al., 2021). Identification is of course a crucial step to treatment. Indeed the study found that students in the screened group also had several times higher odds of beginning recommended treatment for depression after being identified. Results of the study also shed light on how screening programs can serve students from a wide range of backgrounds. Higher rates of identification were found amongst both female students and students belonging to minority groups (Sekhar et al., 2021). This suggests public schools as a site for universal screening can help eliminate obstacles faced by students due to gendered or other demographic differences. Illinois: What do the Schools Say? Illinois presents another example where we see large-scale instances of mental health screening in schools. The state experimented with these initiatives for years before formally passing bill SB-1560 in 2025, which would require all school districts to provide universal mental health screening. Whilst there is no data yet on outcomes as schools are not required to offer screening until the start of the 2027-2028 school year, there is research on the views of both school professionals and students regarding the topic. In 2023, the Illinois Board of Education conducted a landscape scan studying attitudes on the current mental health screening practices of school districts. In listening sessions conducted by the Board, school practitioners made clear the magnitude of the crisis. For instance, one administrator reported that one in five students at their school had suicidal ideation within the past year. This view was reinforced by students themselves. A consistent message from students was that they felt it was critical they and their classmates received crucial mental health care (Illinois State Board of Education, 2023). Another important theme emerging from these listening sessions was that many participants supported screening in a universal context specifically. Universal screening was contrasted with a more selective screening program, which one mental health coordinator believed would only identify students with “externalizing behavior” (Illinois State Board of Education, 2023). Students with more internalized symptoms may be left behind with such approaches, whereas universal screening allows school mental health professionals to take the initiative and remain proactive according to practitioners. Students agreed with school professionals on this topic as well. Those who were interviewed pointed out that their schools often used academic performance as a metric for mental health. This led many students to believe some of their peers struggling with mental health issues might go unnoticed on account of high academic performance, an issue that can be easily addressed with a more universal approach. Practitioners in Illinois also offered important feedback on what implementation would require. Capacity support for staff was regularly emphasized as crucial to ensuring the success of any universal mental health screening program. Another key element of screening programs would have to be the collection and analysis of useful data. Participants believed analyzing the results of screening could inform future programs, discussions on budgeting, and other considerations (Illinois State Board of Education, 2023). Finally, feedback also recommended policy support that would target parents in order to make implementation easier. Communication with parents to ensure support was a key initiative brought up by practitioners. Another cited method of engagement were wider education campaigns that would target not just parents but the larger community. School mental health professionals believed this to be a viable method of reducing stigma around mental health screening and conveying information on the severity of the youth mental health crisis. Outreach programs such as these also allow for important feedback that can further inform screening efforts in the future. A Road Forward: From Crisis to Action Taken together, the experiences of mental health screening in Pennsylvania and Illinois schools offer valuable insights for practitioners and policymakers in New Jersey. Evidence from Pennsylvania demonstrates that screening can dramatically improve the identification and treatment of depression across diverse student populations, while stakeholder feedback in Illinois highlights the kinds of practical supports (data collection, staff capacity, and community engagement) needed to ensure that these programs succeed. New Jersey’s pilot districts stand at a crucial moment. The state has recognized the urgency of the youth mental health crisis and invested in a proactive strategy, but the effectiveness of this approach will depend on implementation and ongoing evaluation. By learning from similar initiatives in other states, New Jersey has the opportunity to deliver the mental health support all students deserve. ______ References Andersen, R., Holm, A., & Côté, J. E. (2021). The student mental health crisis: Assessing psychiatric and developmental explanatory models. Journal of adolescence, 86, 101-114. Blitz, C., Amiel, D., Yanovitzky, I. (2025). A Mixed-Methods Investigation of School Readiness to Implement Universal Adolescent Depression Screenings: The Case in New Jersey [In press]. Graduate School of Education, Rutgers University. Briesch, A. M., Chafouleas, S. M., & Chaffee, R. K. (2018). Analysis of state-level guidance regarding school-based, universal screening for social, emotional, and behavioral risk. School Mental Health, 10(2), 147-162. Illinois State Board of Education. (2023, December 15). Lessons learned: A landscape scan of mental health screening practices in Illinois schools (Public Act 103-0546) [Report]. https://www.isbe.net/Documents/Lessons-Learned-Landscape-Scan-Mental-Health-Screening-IL-Schools.pdf Sekhar, D. L., Schaefer, E. W., Waxmonsky, J. G., Walker-Harding, L. R., Pattison, K. L., Molinari, A., ... & Kraschnewski, J. L. (2021). Screening in high schools to identify, evaluate, and lower depression among adolescents: a randomized clinical trial. JAMA network open, 4(11), e2131836-e2131836. Woolf, S. H. (2025). The Youth Mental Health Crisis in the United States: Epidemiology, Contributors, and Potential Solutions. Pediatrics, 156(5), e2025070849. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Student Engagement as Effective Means to Knowledge Transfer and Retention Gerald Zahorchak & Cynthia L. Blitz This presentation discussed student engagement as an effective means for knowledge transfer and retention, emphasizing that "transfer is remarkably hard to achieve" and highlighting the importance of understanding how humans remember and learn. The session covered four key areas: how humans remember (including the Ebbinghaus Forgetting Curve), four types of assessments (diagnostic, formative, interim, and summative), formative assessment strategies and their implementation, and the critical role of feedback in learning. The presenters explored Dylan Wiliam's five formative assessment strategies, including clarifying learning intentions, engineering effective classroom discussions, providing meaningful feedback, activating learners as instructional resources for one another, and activating learners as owners of their own learning. The presentation also addressed service learning as a pedagogical approach that creates opportunities for deeper engagement through research practicum and engaged scholarship opportunities. Throughout the session, participants engaged in turn-and-share activities, table talks, and reflection exercises using the circle-square-triangle method to process key takeaways, discuss implementation strategies, and identify areas for further exploration. March 2018 Pittsburgh Regional Faculty Symposium Pittsburgh, Pennsylvania, USA This presentation discussed student engagement strategies for knowledge transfer and retention, covering formative assessment, feedback, and service learning approaches. Citation Zahorchak, G., & Blitz, C. L. (2018, March 8). Student Engagement as Effective Means to Knowledge Transfer and Retention [Conference presentation]. Pittsburgh Regional Faculty Symposium, Pittsburgh, Pennsylvania, USA. View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Advancing Women in STEM: Assessment and Evaluation of Programs Cynthia L. Blitz The diversity gap in STEM presents both a challenge and opportunity for higher education. Despite high interest from first-generation students, women, transfer students, and marginalized groups, these populations remain underrepresented in science and technology fields. This presentation at the Big Ten Academic Alliance Summit Series on Advancing Undergraduate Women in STEM by research professor Cynthia L. Blitz, titled “Advancing Women in STEM – Program Survey Results,” documented program offerings and best practices at the alliance universities across themes of the Summit and as found in the data from the completed surveys. This included the identification and analysis of barriers to and facilitators of broadening participation. The presentation recommended a roadmap for the alliance universities to perform their own evaluations of individual strengths and weaknesses. A post-presentation plenary discussion further detailed setting program goals and implementing evaluation tools. This presentation was part of the series launch at Rutgers University–New Brunswick. June 2019 Big Ten Academic Alliance Summit Series on Advancing Undergraduate Women in STEM New Brunswick, New Jersey, USA This presentation reviews university-based programs and best practices and offers evidence-based assessment frameworks for initiatives promoting female participation and success in STEM fields. Citation Blitz, C. L. (2019, June 6). Advancing Women in STEM: Assessment and Evaluation of Programs [Invited presentation]. Big Ten Academic Alliance Summit Series on Advancing Undergraduate Women in STEM, New Brunswick, New Jersey, USA. https://bigtenstemsummit.rutgers.edu/conferences View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Virtual Leadership Summit Design and Impact: Advancing K-12 Computer Science Education Cynthia L. Blitz & David J. Amiel Presented at the 17th Annual International Conference of Education, Research, and Innovation by Rutgers Center for Effective School Practices researchers Cynthia L. Blitz and David Amiel, this paper provides an in-depth analysis of the center's virtual Computer Science District Leadership Summit. The analysis focuses on the summit's design, implementation, and efficacy. The central objective of the summit was to engage school and district leaders in the advancement of K-12 computer science education (CSE), with a specific emphasis on promoting inclusive CSE practices and developing strategies to navigate educational disruptions through targeted leadership engagement and collaborative learning best practices. To optimize virtual participation, the summit leveraged Zoom for interactive sessions and strategically organized breakout rooms tailored to district size and CSE development stage. It featured keynote presentations, exemplar district case studies, and structured networking opportunities. The summit's overarching goals were to: furnish leaders with current information on CSE policies; facilitate engagement and reflection on CSE efforts during a period of disruption; share actionable resources; and leverage learning standards. Structured networking sessions were designed to catalyze collaboration among leaders from diverse educational settings, fostering organic discussions to enhance shared learning and community building. Post-event assessments, derived from participant surveys and follow-up interviews, underscored the value of peer-to-peer learning and model practices shared by districts. Drawing from these insights, this conference paper explores implications for future CSE leadership summits and similar supports, accentuating participant agency, hybrid event models, collaborative learning, and practical implementation strategies as pivotal components for driving enduring educational change. By leveraging collaborative learning and associated platforms, such endeavors can effectively support educational leaders amidst shifting educational priorities, ensuring a more inclusive and resilient approach to CSE and its ongoing enhancement. November 2024 17th Annual International Conference of Education, Research and Innovation (ICERI) Seville, Spain DOI: 10.21125/iceri.2024.0794 This in-depth analysis reviews a virtual summit to engage school and district leaders for advancing K-12 computer science education, with emphasis on promoting inclusive practices and strategies to navigate educational disruptions. Citation Blitz, C. L., & Amiel, D. J. (2024). Virtual Leadership Summit Design and Impact: Advancing K-12 Computer Science Education. Proceedings of the 17th Annual International Conference of Education, Research and Innovation , 3052–3056. https://doi.org/10.21125/iceri.2024.0794 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Projects Regional Education Laboratory Mid-Atlantic (RELMA) Institute of Education Sciences Served as Research Alliance (RA) Task Lead as part of RELMA’s Senior Leadership Team working with regional stakeholders from teachers to government officials to develop, maintain, and grow meaningful partnerships that engage them in the process of using research evidence in educational practice and decision making. The Center's contribution included the creation and maintenance of a comprehensive database and tracking system, leading several research and evaluation efforts wihin the context of professional learning communities (PLCs) and research Alliances (RAs), and active participation in dissemination efforts. Monitored and facilitated the progress of all of RELMA’s RA to maintain focus on the overarching mission of the RA task of addressing education stakeholders’ needs in the following areas: Early Childhood Education, HBCU College Completion, Longitudinal Data Use, Principal Effectiveness, Professional Learning, Teacher Evaluation, Rural Education, and School Completion and Engagement, as well as engaging LEAs and SEAs in this work. This monitoring included active participation in RA meetings, communication with stakeholders to ensure the REL was meeting their needs, collaborating with the RELMA team to develop and coordinate the cross-RA meeting, presenting at Governing Boardmeetings and soliciting input from the members, and ensuring the leadership team was focused on the overarching mission of the RA task. Also served as Coordinator for the Professional Learning Research Alliance (PLRA) which focused on critical needs and issues around systems, processes, and procedures for creating sustainable PLCs, models and measures for assessing the return on investment from PD, and strategies for tailoring professional learning for teachers and schools. Additionally, led research and evaluation efforts on several large-scale projects focusing on the implementation of PLCs and their impact at the district, school, teacher, and student levels. In addition, conducted a technical assistance project that focused on the profiling of PD practices in NJ districts. Timeline This project began in 2012 and concluded in 2017. Sponsorship This project was conducted with a $2,100,000 service contract from ICF Incorporated. [award #ICFI 11AS00025]. Project Leaders & Key Personnel Program Lead: Dr. Teresa G. Duncan, Ph.D. Research Alliance Task Lead: Dr. Cynthia L. Blitz, Ph.D. Collaborating Organizations ICF Incorporated LLC Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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Back to Research Racial and Ethnic Disparities in Types and Sources of Victimization Inside Prison Nancy Wolff, Jing Shi & Cynthia L. Blitz Prison populations disproportionately represent people of color, reflecting broader correlations between crime, poverty, and racial demographics that have profound consequences for communities and families. This comprehensive research by Nancy Wolff, Jing Shi, and Cynthia L. Blitz examines how this demographic reality affects victimization patterns within correctional facilities, exploring whether racial and ethnic disparities in prison violence stem from systematic racism or other factors. The study surveyed 6,964 male inmates across 12 adult facilities in a single state prison system, analyzing victimization rates by racial and ethnic groupings (non-Hispanic White, African American, and Hispanic) and by perpetrator type (inmates versus staff members). The research measured three forms of victimization: sexual violence, physical violence, and property crime, using audio computer-assisted survey technology to ensure reliable reporting of sensitive experiences. The findings reveal complex patterns that defy simple explanations of racially motivated violence. African Americans were less likely to report victimization by other inmates but more likely to report victimization by staff members, while non-Hispanic Whites showed the opposite pattern, identifying inmates more than staff as perpetrators of violence against them. Hispanic inmates experienced above-average rates of staff-on-inmate victimization and also had elevated rates of inmate-on-inmate victimization. However, when all types of victimization were combined, overall rates were roughly equivalent across racial groups (37.8% for non-Hispanic Whites, 37.3% for African Americans, and 41.5% for Hispanics over a six-month period), suggesting that total exposure to violence is similar regardless of race or ethnicity. Significantly, the study found that victims generally did not attribute their victimization primarily to racial motivations, except among non-Hispanic White victims who were more likely to identify race as a factor in attacks against them. When asked about characteristics that make inmates targets for violence, respondents across all racial groups identified behavioral factors (such as being a "snitch," stealing, or not paying debts) and personal characteristics (being perceived as weak, homosexual, or having committed offenses against children) rather than racial identity. The research suggests that while racial and ethnic disparities in victimization clearly exist within prison systems, these patterns appear to be more closely related to institutional dynamics, individual vulnerabilities, and behavioral factors than to systematic racial targeting. The study concludes that preventing prison violence requires addressing opportunity structures for victimization and training staff to maintain harm-free environments, rather than focusing solely on racial tensions as the primary driver of prison violence. December 2008 The Prison Journal | Volume 88, Issue 4 DOI: 10.1177/0032885508325392 This study examines racial and ethnic patterns in prison victimization rates across different types of violence and perpetrator sources, revealing complex disparities that challenge assumptions about racism as the primary motivating factor. Citation Wolff, N., Shi, J., & Blitz, C. L. (2008). Racial and Ethnic Disparities in Types and Sources of Victimization Inside Prison. The Prison Journal , 88 (4), 451–472. https://doi.org/10.1177/0032885508325392 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Enabling Responsive and Adaptive Implementation of Evidence-Based Health Policies by Assessing Implementation Readiness of Key Stakeholders Itzhak Yanovitzky & Cynthia L. Blitz This presentation discussed a comprehensive mixed-methods research project designed to assess implementation readiness of key stakeholders for evidence-based health policies, specifically focusing on universal screening for adolescent depression in schools. The research involved multiple stakeholder groups including school administrators, health professionals, mental health advocacy organizations, and parents of adolescents. Through key-informant interviews, surveys, content analysis of legislative hearings and media coverage, and representative sampling, the study identified distinct concerns across stakeholder groups: school personnel worried about feasibility and resource needs, mental health professionals questioned screening instrument suitability and follow-up provisions, and parents expressed concerns about privacy, stigma, and cost implications. The research demonstrated how systematic assessment of stakeholder readiness can inform responsive policy revisions and facilitate more effective implementation of evidence-based public health guidelines. The findings showed that policy was incrementally revised based on stakeholder feedback, illustrating the value of proactive stakeholder engagement in the policy implementation process. December 2022 15th Annual Conference on the Science of Dissemination and Implementation in Health Washington, D.C., USA This presentation discussed assessing implementation readiness of key stakeholders to enable responsive and adaptive implementation of evidence-based health policies in schools. Citation Yanovitzky, I., & Blitz, C. L. (2022, December 12). Enabling Responsive and Adaptive Implementation of Evidence-Based Health Policies by Assessing Implementation Readiness of Key Stakeholders [Conference presentation]. 15th Annual Conference on the Science of Dissemination and Implementation in Health, Washington, D.C., USA. https://academyhealth.confex.com/academyhealth/2022di/meetingapp.cgi/Paper/55184 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to News Isolation to Innovation: The CESP Network That Revitalized One Teacher’s Career Shining the spotlight on Fanny Martinez, a CS teacher at Passaic High School and member of the Computer Science Teaching & Learning Collaboratory A high school computer science teacher transforms challenges into opportunities through the CS-TLC RPP. By connecting with a statewide network of educators, accessing professional development, and creating hands-on learning experiences for students, she reinvigorated her passion for teaching while helping students see the real-world impact of computer science. As the only computer science teacher at Passaic High School, Fanny Martinez often felt like she was navigating curriculum and programming alone. So when she discovered the Computer Science Teaching & Learning Collaboratory (CS-TLC) through the Rutgers University Center for Effective School Practices (CESP), she saw an invaluable opportunity—and seized it. Now in her seventh year with CS-TLC, Martinez can’t quite imagine her career without the program's learning and professional development opportunities. The initiative kicked off in 2019 with a five-day, on-campus Summer Institute, which brought together computer science teachers, administrators, and guidance counselors from all over the state. While on campus, Martinez and her colleagues immersed themselves in team-building activities, engaging lectures, and hands-on workshops. After, the cohort sustained their momentum through monthly online meetings and professional development modules. Each meeting focuses on a specific theme, drawing 30 to 40 educators together to tackle challenges, exchange ideas, and stay ahead of evolving curriculum and technology trends. “CESP also does a great job bringing in industry professionals,” says Martinez. “This gives us insight into what they need and how we can better prepare students for college.” CS-TLC even helped Martinez tackle one of her biggest challenges—maintaining enrollment. Although she’d start with strong numbers, she struggled to keep students enrolled in more advanced computer science courses, especially her female students. Her partnership with CESP revealed a solution: meaningful real-world experiences. With their support, Martinez organized a field trip to Rutgers, where students explored the university’s robotics lab, visited the Coding and Social Lounge (formerly the CAVE), and experimented with virtual reality technology. “They were so excited to see computer science in action,” she says. “It gave them the opportunity to make sense of what we talk about in the classroom.” Passaic students now look forward to this field trip each year and have visited college-level computer science programs across the state. The Power of Networking Beyond the formal programming offered, Martinez found in CS-TLC a unique network of educators. “There aren’t many high school computer science teachers in general and, in any given school, there may be just one or two,” she says. “CS-TLC provides a space to connect with colleagues who truly understand what I do. It’s an incredible resource, especially for teachers who may not have a strong financial backing from their district like I have.” In Martinez’s case, she discovered a free cybersecurity curriculum that’s allowing her to expand her course offerings. “These are the kinds of websites, resources, and tools you learn about through networking,” she says. “I have the technical background, but it’s important to also know that I have someone I can count on.” For Martinez, participating in CS-TLC has been more than a professional development program—it has reinvigorated her passion for computer science. “I would recommend any teacher, regardless of their level of experience, to get involved in CS-TLC,” she says. “For those who are just starting to implement a computer science program in their district, it’s the perfect place to start because you’ll find experienced and passionate teachers eager to collaborate. For those in established programs, it’s a great opportunity to revitalize your courses. I’m always learning something new.” Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Technology Course-Taking in High School: Insights for Underrepresented Populations Teresa G. Duncan, Cynthia L. Blitz, Nedim Yel, & David J. Amiel This study explores who takes technology courses in high school, with a particular focus on students from underrepresented populations. Using detailed data from seven public school districts in a northeastern U.S. state, the study examines how student demographics and school-level factors influence enrollment in three types of high school technology courses: any technology course, computer science (CS)-focused courses, and applied technology courses. The findings reveal persistent inequities in access to and participation in these courses, especially for students from historically marginalized groups. Key results show that male and Asian students are significantly more likely to enroll in any type of technology course. For applied technology courses, which are more vocational in nature, Hispanic students and those in schools with higher rates of economic disadvantage also showed higher enrollment. Notably, schools with a larger share of English learners had substantially lower technology course participation rates across the board. The availability of CS-focused courses within a school was a strong predictor of student enrollment, highlighting the role of institutional policy and access in shaping student participation. These findings underscore the importance of distinguishing between different types of technology education when assessing both access and participation. While applied technology courses appear to provide an entry point for some underrepresented students, they may also reflect a systemic divide that tracks students into vocational rather than academic or CS-intensive paths. Simply offering CS in middle school or high school is not enough; disparities in enrollment remain, especially for Black, Hispanic, and female students. Meaningful progress toward equity in CS education requires more than increasing course availability. It also demands coordinated strategies to address structural barriers, from chronic absenteeism to teacher preparation and curriculum design. This paper was developed with funding from U.S. Department of Education (grant number S411C200084). The contents of this paper do not necessarily represent the policy or views of the U.S. Department of Education, nor do they imply endorsement by the U.S. Department of Education. April 2025 Annual Meeting of the American Educational Research Association AERA 2025: Research, Remedy, and Repair: Toward Just Education Renewal Denver, Colorado, USA This study examines how student and school characteristics influence high school technology course enrollment, highlighting persistent disparities among underrepresented groups in computer science education. Citation Duncan, T. G., Blitz, C. L., Yel, N., & Amiel, D. J. (2025, April 23). Technology Course-Taking in High School: Insights for Underrepresented Populations . Annual Meeting of the American Educational Research Association: Research, Remedy, and Repair: Toward Just Education Renewal, Denver, CO. View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link