| Sumario: | Background: Delivering school mental health services within a multi-tiered system of supports (MTSS) offers a framework for addressing student mental health needs. Limited research has examined school mental health provider and teacher preferences for delivering mental health promotion and prevention classroom programming. Purpose: We present mental health clinician and teacher feedback regarding their preferred role in facilitating a classroom-based trauma-focused prevention program for elementary school students and define Tier 1.5 within MTSS. Methods: Clinicians (N = 9) facilitated Bounce Back for Classrooms lessons with teacher support in 16 classrooms across two school years from 2022 to 2024 in an urban, Mid-Atlantic school district. Surveys assessing feasibility, acceptability, and preference for lesson delivery were completed. Results: Findings indicate that although teachers and clinicians both believe teachers can effectively implement lessons independently, teachers would prefer clinician co-implementation. Discussion: A co-implementation model with clinicians and teachers co-leading lessons, with increasing facilitation roles for teachers as they become more comfortable with content, is recommended. Translation to Health Education Practice: Health Educators, in alignment with Areas III and V of national competencies, are well-positioned to engage in advocacy while co-facilitating curricula at the Tier 1.5 level of MTSS to support high numbers of students exposed to trauma. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) .
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