# data[].attributes.headline
Very concerned with the mental health of young women of color

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Very concerned with the mental health of young women of color

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Adolescent females of color have the most uptick in things like suicide ideation, things like cutting and this seems critical

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ALL are so important and relevant but there are some foundational content on social/emotional health

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ALL are so important and relevant but there are some foundational content on social/emotional health

# data[].attributes.body
How do we strive towards 0% for attempted suicide, not just a lower percentage

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Mental health support and access to students.

# data[].attributes.body
1 in 5 youth engaging in self-harm doesn't seem acceptable

# data[].attributes.body
When we look at the percentage of students not sleeping 8 hours or eating breakfast or getting physical activity, those are all things that contribute to mental health. These are all going in the wrong direction. What can we do with CHE to establish connections between these issues and mental health? We need to use skills connect the mind and body for students for the "whole" child

# data[].attributes.headline
the questions have changed around tobacco and electronic vape pen use

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the questions have changed around tobacco and electronic vape pen use

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With vaping trending up students likely need education around what is in them

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Student Mental and Emotional Health.

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Support for the LGBTQIA+ and racially diverse communities in this political culture.

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Accessing Valid and Reliable Information and Services to support and promote health

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Accessing Valid and Reliable Information and Services to support and promote health

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Starting as young as possible to teach social, emotional and physical foundation of a life long skill

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Starting as young as possible to teach social, emotional and physical foundation of a life long skill

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in response to online bullying (no change in trend)

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in response to online bullying (no change in trend)

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access to reliable resources, etc

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How are all pieces connected with bullying, eating disorder, etc. How do we support students with all of these pieces in school and address students who are expressing self-harm. We need to consider who we are providing supports with students that are externalizing and internalizing behaviors

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teaching the tools so they have them when needed (as opposed to self-medicating, self-harm, SIs)

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Self-Management Skills | like mindfulness, positive  self-talk

# data[].attributes.subject
Self-Management Skills | like mindfulness, positive  self-talk

# data[].attributes.headline
To have some kind of consistency in the district in ALL of our schools to have students have HE starting in K and going through grade 12.  The trends won't change if they don't consistently get the age appropriate information.  

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To have some kind of consistency in the district in ALL of our schools to have students have HE starting in K and going through grade 12.  The trends won't change if they don't consistently get the age appropriate information.  

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we can infer students are lonely and not connected, maybe related to use of social media. TEACH interpersonal social communication skills and how to evaluate friendships (helpful, hurtful)

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Understanding their feeling, building a toolbox of managing emotions, and learning how to create boundaries.

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Helping young people build the interpersonal communication skills to feel connected, safe and seen

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Helping young people build the interpersonal communication skills to feel connected, safe and seen

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Does curricula have ways that students can engage with material? For example, talking about goal setting for 8 hours of sleep and discussing challenges that keep students from sleeping. The curriculum should talk about action steps for self-management to make a change. Recognize what is in student control and coming back to skills that students can practice and layer strategies to reinforce through engaging strategies

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Understanding the different types and levels of relationships, the capacity to assess those relationships and make the choices they need to continue to build or safely leave relationships

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Understanding the different types and levels of relationships, the capacity to assess those relationships and make the choices they need to continue to build or safely leave relationships

# data[].attributes.body
Decrease in team sports. Lack of connection and community supports.

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stress management -> happiness management 

# data[].attributes.subject
stress management -> happiness management 

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happy does not just happen!

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This is a more likely appealing route to accessing resources

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Advocacy for Self and Others | to know when and how to help self and others

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Advocacy for Self and Others | to know when and how to help self and others

# data[].attributes.body
Some of the data, like eating breakfast might be more reflective of Covid times and would be interesting to see 2023 data.

# data[].attributes.body
Use health ed class to hear student voice about what and when they would eat. Creating healthy menus, researching best practices for eating times, etc.

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The data does not reflect some of our experiences in schools.

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The data does not reflect some of our experiences in schools.

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Healthy eating and identifying and responding to mental health needs

# data[].attributes.subject
Healthy eating and identifying and responding to mental health needs