EARLY IDENTIFICATION AND INTERVENTION IN LEARNING AND MENTAL HEALTH

Abstract

Early identification and timely intervention for learning and mental health problems are foundational strategies for reducing lifelong disability and improving functional outcomes. This chapter synthesizes current evidence on prevalence and age-of-onset, screening and diagnostic approaches, school- and primary care–based detection models (including Response to Intervention), and evidence-based early interventions across neurodevelopmental disorders (autism spectrum disorder, specific learning disorders, ADHD) and emerging mental illnesses (anxiety, mood disorders, early psychosis). Key practical elements include universal and selective screening, multi-tiered assessment linked to stepped care, direct instructional remediation for reading and numeracy deficits, parent-mediated psychosocial interventions, brief cognitive-behavioural approaches for internalizing problems, and specialized early psychosis services. Implementation considerations, workforce training, fidelity monitoring, data systems, equity in low-resource settings, and ethical issues of labelling and consent are discussed. The chapter concludes with an algorithm for integration across education and health sectors and a practical research agenda to close gaps in scalability, culturally adapted screening instruments, and long-term effectiveness. Early, coordinated action delivered with quality and equity offers the best prospect for changing trajectories for children and adolescents at risk.