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Lack of staff and support personnel
Sufficient time to support students and provide follow-up

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We have a very high level of need for mental health services, which is made more difficult by overpopulation and limited staff to provide help. Many of the students who end up in Alt Schools have had little or no mental health intervention.

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1 Counselor for 950 students.
Limited days with a school psychologists

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Fitting pull out or follow up into full academic schedule. Every class time is precious. Prioritizing responsibilities and coordinating involved personnel, especially Counselors, Specialists and Nurse. Having menta health profoessilnal on campus daily.

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1counselor
Academic minutes are precious
Parent needs/ demands
Space/logistics
Outside agency/ needs demands
Can create parent conflicts
Time!

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-Limited time for psychologist to meet with students directly (Psychologist not on campus full time)
-Parents tend to be worried about stigmas that may come with mental health, may refuse support/help

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Ensuring that our workforce advisors have the knowledge and resources to successfully guide students to the available resources.

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Nothing set up for our students
Non instructional time before/after school

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A large percentage of our students have multiple ACE’s

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Teacher buy in
Consistency
Staffing - assistants
Confidentiality
Support - outside support - parent support
Connections or partnerships with outside agencies
Follow up on students - communication
Time

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Not having a full time psychologist
Only one school counselor to work with over 650 students
No longer able to meet with students during recess due to mandatory 20 minutes of free choice activity

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Golden Gate

Counselors are not licensed mental health officials.
Restrictions to out of district Counselors to find time for our students (time-place-manner).

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Cultural stigma
Lack of teacher education and awareness
Staffing limitations
Timeliness of services provided to students by agencies
Resources

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Attendance
Staffing
Loss of core instruction

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Time
Availability
Parent cooperation/road block
Location to meet
Multiple roles
Training

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Transitions from school to the community and return - communication of needs, plans, educational needs
Parental involvement
Time - more support on daily basis
Identifying the students with needs

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Time
Working parents
Language barrier
Teachers protect Instructional time
Teacher buy in

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GTE - Language barriers play a factor.  Additionally, it’s hard for parents to accept mental illness at such a young age, as well as that cultural acceptance of mental illness. Large number of students with limited student support ratio, especially with the increase of needs seen spexidithis year.  Having services that come to the school for parents.  Not all students fit appropriately into our special programs. 

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GTE - Language barriers play a factor.  Additionally, it’s hard for parents to accept mental illness at such a young age, as well as that cultural acceptance of mental illness. Large number of students with limited student support ratio, especially with the increase of needs seen spexidithis year.  Having services that come to the school for parents.  Not all students fit appropriately into our special programs. 

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-Student to counselor ratio makes it difficult to provide as much support as desired.
-Lack of local community resources regarding supporting student mental health.
-Lack of staff training on recognizing mental health concerns and proper steps to take to address them.
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Cultural misunderstandings, counselor to student ratio, teacher training/understanding/time w students, focus on standards instead of whole child, accessibility to services for families (migrant, uninsured, transportation, etc), homelessness, language barriers, large number of kids who have experienced trauma

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Identification and screening mental health versus discipline referrals get done through the IEP there needs to be a location for the delivery of those services it should not be contracted because contracted personnel are not going to know the school tone temperament or the needs of the individual students and they will not have relationships with the staff in that particular school. School support team form is important to utilize and implement.

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More Training
Time
Sufficient staff
Parent and teacher buy-in

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Time away from instruction
Scheduling
Parent approval for counseling

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Too many needs in our school for one counselor.
Psychologist too busy testing to handle counseling.
We all act as counselors and it takes extreme level of time.
We are not completely equipped to handle our intensive level of need.
Teacher put in a high level of time on Social Emotional needs and it takes away from academics

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Some of the greatest challenges are the age of our students, not having a school nurse/ limited resources, and the reluctance of adults to self identify.

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Language barriers
Number of students requiring services
Parent involvement

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School counselor training and case load
Lack of follow up/feedback from students and families who have received interventions
No set procedure for students in place - students don’t know where to go
Role of the psychologist and days available at schools

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We do not have a mental health case worker to diagnose students with mental illness.

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More time with counselors to meet with groups, more days with our school psychologist, and more training for our teachers to provide warning signals to appropriate support personnel.

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Time
Classroom support from designee

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Having 2 campuses
Limited Resources
Training in identification (new staff)

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Parent permission and involvement
Daily resources
Greater needs than what can be provided at our level
Training
Communication with outside agency

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Time, staffing, culture, sigma, identification, resources, what is the next step, David Lawrence staffing, parent by-in,

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Communicating with parents
Scheduling counseling at school

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TIME!
High number of children that need support with limited counselor support
School break creates interruption in services
Language barriers

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Amount of student to adults to provide support
Time in the school day
Training to provide support
Outside resources available to families with support to get students to these resources
Training of staff for identification

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Time necessary, personnel, diagnosis, parent cooperation

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Lack of resources (split psychologist between schools, no full time behavior specialist, guidance counselor’s time limited, etc).

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MES
Challenges at our school include:
Having one school counselor and part time psychologist.
Identifying the students who need services.
When to provide the services and balance with academics.
Overcoming cultural barriers.

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Lack of full time School Psychologists and Intervention Therapist
Ratio 400:1 Student - Counselor ratio

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One counselor for a large student population, transient student population, stigma attached to mental health issues-parent reluctantly ask for support, unknown mental health issues with parents, and culture.

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Parental involvement
Timeline of services
Location of services in relation to school
Lack of consistent YRD

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Parent follow through, unforseen events happening throughout the day, conflict with scheduling with intermediate teachers

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Cultural Stigma
Time

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Time
Availability of Qualified personnel
Parental buy-in and follow up
Lack of services and personal insurance

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Appropriate amount of staff- demand is high
Staff responding to warning signs
Stigma about accessing mental health services
Cost of accessing services
Staff knowledge of community services