TABLE 1 |.

School professional (SP) and student participant characteristics.

SP characteristics (N = 169)	N (%)/mean (SD)
Professional role: (N = 163)
School counselor	96 (58.9%)
School social worker	39 (23.9%)
Other (School psychologist, behavioral intervention specialist, special education teacher, etc.)	28 (17.2%)
Years in current position (mean) (N = 163)	8.1 years (SD = 7.8)
Prior experience with CBT: (N = 163)
None	62 (38.0%)
Only informal training (e.g., professional development)	44 (27.0%)
Formal training (e.g., graduate program)	57 (35.0%)
Employed at rural school?	83(49.1%)
School’s percentage of free/reduced lunches (mean)	42.9% (SD = 18.2)
Any students identified?	149 (88.2%)
Number of students identified (mean)	8 students (SD = 3.5)
Any students consented?	122 (72.2%)
Identified any students that screened positive (any level)?	122 (100%)
Proportion of students that screened positive (any level) (mean)	0.88 (SD = 0.16)
Identified any students that screened moderate/severe?	120 (98%)
Proportion of students that screened moderate/severe (mean)	0.68 (SD = 0.22)
Student characteristics (N = 899)	N (%)/mean (SD)
Identified as female?	582 (64.7%)
Self-identified race:
White/Caucasian	651 (72.4%)
Black/African American	43 (4.8%)
Bi-/multi-racial	83 (9.2%)
American Indian or Alaska Native	55 (6.1%)
Other	63 (7.0%)
Currently in housing insecurity/temporary housing?	99 (11.0%)
Heard of CBT?	263 (29.3%)