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How Do I Attend?

📍 Location: PSF Community Center, 640 Washington St, Brighton, MA 02135

📅 Date: June 9, 2026

⏰ Time: 9am - 4pm EST (Lunch is included!)

📝 Registration: REGISTER HERE!

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6.9.26 Effective Communication, Boundaries and De-escalation

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No executive action has prohibited (or could prohibit) healthcare providers from offering services to all residents, regardless of immigration status, or protecting patient privacy as required by law.

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A complete youth mental health system relies on all tiers working together. Tier 2 interventions and Tier 3 treatment services are most effective when they are supported by the strong foundation created in Tier 1.

Soluna operates at that foundation. It provides scalable, prevention-focused,

population-level support that helps young people strengthen wellbeing, build connection, and develop resilience before

challenges arise.

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Understanding and Using Service Data Across Tiers of Support to Enhance the Development of a Comprehensive School Mental Health System

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Understanding and Using Service Data Across Tiers of Support to Enhance the Development of a Comprehensive School Mental Health System

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🗓 Date: April 9, 2026
⏰ Time: 2:00-3:30 PM ET
🎤 Facilitator: John Crocker, M.Ed.

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4.9.26 Understanding and Using Service Data

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Governor Healy's Press Release to keep ICE out of Schools

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Governor Healy's Press Release to keep ICE out of Schools

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Governor Healey Takes Action to Keep ICE out of Schools, Hospitals, Courthouses, and Places of Worship.

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Governor Healey Takes Action to Keep ICE out of Schools, Hospitals, Courthouses, and Places of Worship

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Files legislation to protect Massachusetts residents from ICE abuses; Executive Order limits new 287(g) agreements, bans civil ICE arrests in state facilities and prohibits use of state property as staging locations

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Workshops, toolkits, and client worksheets are some of the resources offered.

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Workshop Facilitation | Dr Raquel Martin PHD

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Dr. Raquel Martin facilitates research-based, interactive mental health workshops that help organizations, schools, and communities strengthen well-being, reduce burnout, and support Black mental health. Her workshops blend evidence-based psychology, cultural responsiveness, and tangible tools participants can use immediately. Book Dr. Martin for transformative professional development, wellness trainings, and community workshops that inspire real behavior change.

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Center for Behavioral Health, Equity, and Leadership in Schools

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Center for Behavioral Health, Equity, and Leadership in Schools

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The Center for Behavioral Health, Equity, and Leadership in Schools (BHELS) at William James College is offering a systems intervention for K-12 focused on Leading Transformative Mental Health in Schools. This unique program for school districts is designed for school leaders and teachers to address the increased behavioral and emotional dysregulation of our youth. The program is comprised of three components: for teachers, administrators, and systems...

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This PDF is an introduction to reporting requirements that will take effect for the July-December 2026 reporting period (reporting form will be available in January 2027).

To review the recording, click here.

Because the development of the new reporting requirements is ongoing, we would appreciate feedback after you've reviewed the material. Please click here to leave survey feedback. You can also email Nicole.Barnaby@mass.gov if you'd like to take part in a low-commitment working group to inform this process (or if the survey has closed).

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The BIRCh Center is pleased to share a free, grant-funded professional learning opportunity this spring.

Register here:  Registration

The Spring 2026 PLC Series: Building High-Quality, Sustainable MTSS for Mental & Behavioral Health is a virtual learning experience designed for school and district staff and teams. The series supports data-driven decision-making, clearer implementation practices, and sustainable MTSS systems for mental and behavioral health, with optional consultation office hours included.

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Responding to Hate and Supremacy in Schools - About the Trainers

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Responding to Hate and Supremacy in Schools - About the Trainers

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Virtual - 2/24/26 8:30-10:00 am

To register and receive the invite for this training, click here.

Trainer bios

Sarah Burnham, PhD (she/her) is a postdoctoral scholar at CIRCLE focusing on civic learning and development in K-12 education. She received her Ph.D. from Suffolk University in Applied Developmental Psychology. Her dissertation focused on social media literacy and anti-oppressive attitudes among young adults. She also holds an M.A. in Forensic Psychology from Roger Williams University. Combining her prior experience as a research assistant at CIRCLE, her research at Suffolk University, and her own political development, Sarah is passionate about fostering culturally sustaining pedagogy in public education, as well as developing critical consciousness and anti-oppressive attitudes across the lifespan both online and offline.

Mimi Arbeit, PhD (they/them) is an associate professor of psychology at Suffolk University, and Principal Investigator of the Youth Equity & Sexuality (YES) Lab. Mimi uses antifascist praxis to hone strategies for countering fascist influences in young people’s lives, including: to stop fascist recruitment of youth; to protect youth from fascist violence; and to support youth resistance to fascism, white supremacy, and male supremacy. Mimi’s scholarship draws on their related lines of work in sex ed and sexual violence prevention, and on their experiences in antifascist community organizing. Mimi is driven by lived experiences that show that through organizing in solidarity, we can defend each other against fascism and together build powerful movements for collective liberation.

Natasha Berger (she/her) is a doctoral candidate in Suffolk’s Applied Developmental Psychology PhD Program and holds an MS degree in the same field. Her research interests include the influences of religious conservatism on adolescent sexual identity development. She is also interested in the development of sexual orientation and gender identity expression (SOGIE) in the context of cultural collectivism and social conformity.

Duane de Four (he/him) is a scholar-educator with more than twenty-five years of experience facilitating workshops and developing curricula, strategic initiatives and policies focused on a variety of intersecting social justice issues (such as gender violence prevention, anti-racism, sexual health, etc). His work has also been featured in numerous domestic and international news outlets including; NPR, PBS, HuffPost Live, and the German news magazine Der Spiegel. Duane is currently serving as the Director of MIT's Violence Prevention and Response (VPR) office while completing his PhD, serving on the Youth Equity & Sexuality (YES) research lab’s advisory board, and the National Youth Art Movement’s Think Tank.

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Know your rights, resources for families, and immigration helpline and more.

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Last updated July 9 2024 Li enfòmasyon sa yo an kreyòl ayisyen. Calendar of events to provide assistance with Haitian ... More

Español - Português - Kreyòl Ayisyen Show your #CourageToWelcome The Courage To Welcome Campaign is a pivotal step ... More

Give Liberty a Hand is MIRA's 28th annual fundraiser where we recognize our community champions for support & advocate for ... More

📸 Some of the Team Members of SaveSouls, Inc. at their 4th Annual 'Let's Talk Mental Health Conference' - June ... More

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Last updated July 9 2024 Li enfòmasyon sa yo an kreyòl ayisyen. Calendar of events to provide assistance with Haitian ... More Español - Português - Kreyòl Ayisyen Show your #CourageToWelcome The Courage To Welcome Campaign is a pivotal step ...

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Model Policy: Addressing Student Substance Use Through Prevention, Education, and Service Referrals

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Model Policy: Addressing Student Substance Use Through Prevention, Education, and Service Referrals

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The purpose of this document is to support schools in aligning policy and practice specific to student substance use. This resource provides model policy language that can support school connection and foster equitable academic outcomes while also highlighting specific evidence-based strategies that schools may implement.

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Model Policy: Addressing Student Substance Use Through Prevention, Education, and Service Referrals

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Model Policy: Addressing Student Substance Use Through Prevention, Education, and Service Referrals

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The purpose of this document is to support schools in aligning policy and practice specific to student substance use. This resource provides model policy language that can support school connection and foster equitable academic outcomes while also highlighting specific evidence-based strategies that schools may implement.

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We are offering monthly trainings throughout the 2025-2026 school year to support community learning amongst our grantees. The topics and facilitators were chosen with SBHE/BHGV needs and goals in mind.

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Budget amendment forms should be emailed to your grant contact.

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We are offering monthly trainings throughout the 2025-2026 school year to support community learning amongst our grantees. The topics and facilitators were chosen with SBHE/BHGV needs and goals in mind.

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Joint Guidance Affirming Commitment to Equal Access to Education

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Joint Guidance Affirming Commitment to Equal Access to Education

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This guidance supports Massachusetts’ K-12 institutions in their work to further equal access and representation in education. The guidance can be found here.

In addition to this joint guidance, Commissioner Martinez and Commissioner Ortega shared additional information and resources with school districts, which you can read in their letter here for K-12.

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Governor Healey and Attorney General Campbell Issue Joint Guidance Affirming Commitment to Equal Access to Education

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Governor Maura Healey and Attorney General Andrea Joy Campbell issued joint guidance today to support Massachusetts’ higher education and K-12 institutions in their work to further equal access and representation in education. This guidance comes in response to the U.S. Attorney General’s July 29, 2025 “Guidance for Recipients of Federal Funding Regarding Unlawful Discrimination” that purports to help entities comply with federal antidiscrimination laws, as well as in response to a federal district court striking down the U.S. Department of Education’s February 14, 2025 “Dear Colleague” letter that targeted diversity, equity, inclusion and accessibility policies and programming and the requirement that school districts certify compliance with their definition of antidiscrimination to continue receiving federal financial assistance. The guidance clarifies the legal landscape for campuses and schools as court precedent is evolving and attacks by the federal government continue on diversity, equity, inclusion, and accessibility. For this new school year, the Healey-Driscoll Administration and AG Campbell are highlighting information and resources relating to fostering safe and inclusive schools and campuses for all students. Massachusetts is proudly home to the first public school, and students of all backgrounds – regardless of circumstances, identity, or zip code – have the right to access and deserve to feel welcomed and valued in the state’s public schools. “Massachusetts has the best public schools in the country, and that’s in large part due to the fact that we know that diversity is a strength, not a flaw,” said Governor Maura Healey. “As students head back to school this year, we want them to know that, in Massachusetts, they are all welcome at school and will be supported by our incredible educators and staff. I want to thank Attorney General Campbell for her partnership and her leadership in standing up against the Trump Administration’s illegal actions. Massachusetts will continue to stay true to who we are and what we know works.” “Despite the federal government’s best efforts to undermine progress, the law remains crystal clear that diversity, equity, inclusion, and accessibility are both legal and necessary in ensuring that every young person, regardless of their background, can learn in a safe, supportive environment without stigma, is treated fairly, and is prepared to work in our diverse society,” said Attorney General Andrea Joy Campbell. “I’m grateful to Governor Healey and her administration for the continued collaboration in protecting DEIA policies and practices in our educational system and beyond.” “Governor Healey and I are proud that Massachusetts law protects all students from discrimination,” said Lieutenant Governor Kim Driscoll. “We want to wish all students, educators, faculty and school administrators a great school year ahead, filled with learning, joy and kindness.” “More than ever, it is incumbent on schools and school leaders to create a culture in which all students feel safe, supported, and fully included. In Massachusetts, we want all students to be able to realize their dreams – to feel seen and heard,” said Secretary of Education Dr. Patrick Tutwiler. “The Trump Administration is going to continue their attempt to take us back decades, exacerbating real inequities in educational access and achievement that still exist today. But as the courts have shown recently, we are not going to let them bully us into abandoning our values. Not today, not ever.” In addition to this joint guidance, Commissioner Martinez and Commissioner Ortega shared additional information and resources with school districts and campuses, which you can read in their letters here for K-12 and here for higher education. Fostering Safe and Inclusive Schools: In June 2025, the U.S. Supreme Court issued a decision in Mahmoud v. Taylor, a case addressing whether a school district could prevent parents of elementary school students from opting out of LGBTQ-inclusive books in the curriculum. Today’s guidance reiterates that K-12 schools should continue to use an inclusive, age-appropriate curriculum, which can include topics like race, gender, sexual orientation, gender identity, disability, and religion. There are significant, well-established benefits to representing students’ identities in the curriculum, and public schools should not interpret the Mahmoud decision as requiring or permitting them to erase particular groups from the curriculum. Massachusetts state laws and regulations continue to prohibit discrimination against any particular group in instruction or curriculum. Additional resources available include:DESE’s Special Advisory on Supporting All Students, Including LGBTQ StudentsThe Joint 2024 Guidance from AGO, EOE, and DESE on Schools’ Legal Obligations to Prevent and Address Hate and Bias IncidentsImmigrant Students:Governor Maura Healey recently signed the Protect Education Equity Bill, which added guarantees to the right to a public education in the state for all students regardless of their immigration or citizenship status. That law is in addition to the following existing resources:AGO Guidance for Early Education and Care Programs on their Obligations to Protect Child, Family, and Employee InformationAGO Guidance re: K-12 Schools’ Obligations to Protect Students and Their InformationAGO Flyer for K-12 Schools on Protections for Students and their InformationAGO Advisory: Information for MA Colleges and Universities re: Immigrant StudentsAGO Flyer: Immigrant Students’ Right to Attend School (Spanish, Portuguese, Haitian Creole, Vietnamese, Chinese)“As an immigrant myself, I know how important it is for families to be welcomed to school and to know their rights,” said Elementary and Secondary Education Commissioner Pedro Martinez. “Our schools are strong because all of us - students, teachers and staff members - bring our own diverse and valuable insights to the classroom.” “Massachusetts remains committed to ensuring safe, inclusive and welcoming campus environments for everyone, regardless of race, ethnicity, sex, gender identity, sexual orientation, ability, beliefs, or immigration status,” said Commissioner of Higher Education Noe Ortega. “Students deserve welcoming campuses and equitable higher education opportunities, and the more we achieve this, the more the entire Commonwealth benefits.” “Every student deserves access to a supportive learning environment where they can thrive and feel safe,” said House Speaker Ronald J. Mariano (D-Quincy). “This guidance affirms the Commonwealth’s commitment to upholding the fundamental right to education, ensuring that all students are provided with the opportunity to succeed, regardless of their background or circumstances. I want to thank Governor Healey and Attorney General Campbell for their leadership in providing clear guidance to support schools in fostering dignity and inclusion.” “Diversity and inclusion make our schools stronger—and our entire Commonwealth stronger,” said Senate President Karen E. Spilka (D-Ashland). “No matter your background, you should be able to see yourself reflected in the stories you read in class and know that your school is a safe, welcoming place to learn and grow. I applaud the Governor and Attorney General for issuing this guidance and reaffirming that in Massachusetts, every student has an equal right to education.” Statements of Support Senator Jason Lewis (D-Winchester), Senate Chair of the Joint Committee on Education:“Fostering diversity, equity, inclusion, and accessibility is an essential pillar to the excellent education system we have here in Massachusetts. Thank you to Governor Healey, Lieutenant Governor Driscoll, and Attorney General Campbell for their leadership in ensuring schools continued their DEI practices and understood the illegality of the Trump administration’s threats. All students deserve the right to a high-quality education in a safe and inclusive learning environment.” Representative Ken Gordon (D-Bedford), House Chair of the Joint Committee on Education:“As our students return to school this fall, the Legislature is committed to passing policies that protect equal access to education for all our learners from early education to higher education. We value the contributions of members from every community within the Commonwealth, as these individuals make Massachusetts a better place to live.” Anna Krieger, Executive Director, Massachusetts Advocates for Children:“Today, as the school year begins, the Healey-Driscoll administration has sent a powerful message that promoting and embracing diversity, equity, and inclusion makes education stronger. When we welcome and support immigrant students and their families, when we embrace race as essential to a student’s identity, and when we provide robust supports for disabled students, schools can be a place of learning, growth, and opportunity for all. We will continue to work alongside all families and with our government partners to make this promise a reality so that every child can learn, grow, and thrive when they walk inside a public school in the Commonwealth.” Shaplaie Brooks, Executive Director, Massachusetts Commission on LGBTQ Youth:“Every student in Massachusetts has the right to learn in an environment where they are safe, respected, and supported—whether they are LGBTQ+, a student of color, an immigrant, living with a disability, or experiencing compounded inequities across these identities. The Massachusetts Commission on LGBTQ Youth strongly supports the Healey-Driscoll Administration and Attorney General Campbell in reaffirming our Commonwealth’s commitment to equity, inclusion, and belonging in our schools. As the new school year begins, this updated guidance makes clear that Massachusetts will continue to lead with values rooted in justice and care for all young people. The Commission remains committed to ensuring that students experiencing compounded inequities are not only protected, but that their voices and needs are centered as we work alongside state agencies, educators, and communities.” Mary M. Bourque, Executive Director, Massachusetts Association of School Superintendents (M.A.S.S.):“We are relieved that a U.S. District Court Judge has struck down the Trump Administration’s ‘Dear Colleague’ letter that aimed to undermine schools’ critical programs to ensure diversity, equity, inclusion, and accessibility. District leaders across the Commonwealth understand the importance of creating safe learning environments where students of all backgrounds are welcomed, celebrated, supported, and challenged to excel. We are grateful to the Healey-Driscoll Administration and Attorney General Campbell for providing updated guidance that affirms our schools’ constitutional right to continue and accelerate this work.” Jessica Tang, President, American Federation of Teachers Massachusetts:“Even with the Constitution on our side, the attempts by the White House to strip public schools of the ability to welcome and teach all students are having chilling effects on our schools and communities. Massachusetts educators will not be deterred from protecting every child’s access to a high-quality public education that opens doors for economic opportunity and helps foster inclusivity and tolerance for all. We are experiencing truly turbulent times in public education and are proud to stand with Massachusetts elected leaders in their work to safeguard the rights of all students and ensure our schools remain safe spaces where all students can learn and thrive.” Jason Fraser, President, Massachusetts Association of School Committees (MASC) and member of Silver Lake and Kingston School Committees:“MASC continues to commit to diversity, equity, and inclusion and supports the court decision. We applaud the Administration and EoE for reaffirming our collaboration and these goals.” Marty Meehan, President, UMass:“Despite the challenges and obstacles facing higher education, UMass remains committed to our values and to fostering supportive and welcoming communities where all experiences, cultures and perspectives are respected. I’m proud of the work that we’ve ​done to ensure that our campus student bodies reflect the vibrant diversity of our state. We are incredibly grateful to Gov. Healey, Lt. Gov. Driscoll, and Attorney General Campbell for their leadership and unwavering support for higher education and equal opportunity.” Dr. Linda Thompson, chair of the Massachusetts Council of State University Presidents, and President of Westfield State University:“Public higher education in the Commonwealth has a collective mission: to offer accessible, affordable, and high-quality academic programs in a supportive community. We are dedicated to providing a diverse learning environment where every individual is respected and valued, and we will continue advocating for policies that serve and advance our campus communities. We are grateful to Attorney General Campbell and the Healey-Driscoll administration for their leadership and support in working to strengthen our campus communities.” Dr. William Heineman, President of North Shore Community College and Chair of the Community College Council of Presidents:“While the shifting federal landscape has caused chaos, confusion, and concern across higher education, our community colleges remain unwavering in our support of our student body. Our students are from diverse backgrounds and circumstances, and, driven by our educational mission, we continue to holistically support them on their college journeys. We are grateful for the continued leadership and guidance of the Healey-Driscoll Administration and Attorney General Campbell in those efforts.” Rob McCarron, President, Association of Independent Colleges and Universities in Massachusetts:“We thank Governor Healy and Attorney General Campbell for their leadership and unwavering support as the higher ed community continues to navigate a challenging federal landscape. A truly vibrant college or university campus must be welcoming for all. Our institutions remain firmly rooted in their missions of expanding access, creating opportunity, and fostering a genuine sense of belonging.”

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Budget amendment forms should be submitted to CSHS.Amendments@mass.gov and sbhe.amendments@mass.gov. SBHE line items should include an asterisk.

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This document lists the metrics needed to complete the biannual reporting form.

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We are offering monthly trainings throughout the 2025-2026 school year to support community learning amongst our grantees. The topics and facilitators were chosen with SBHE/BHGV needs and goals in mind.

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IDRA developed this infographic as a reminder that public schools, by law, must serve all children. Not only should immigrant students not be discouraged from attending, they are required to attend school under the state’s compulsory education laws.

The infographic is available in English, Spanish, Mandarin, Korean, and Vietnamese.

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Welcoming Immigrant Students in School – Infographic - IDRA

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IDRA developed this infographic as a reminder that public schools, by law, must serve all children. Not only should immigrant ... read more

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This resource can support educators with screening and supporting students' social influencers of health (also known as social determinants of health). It helps users explore a curated selection of screening tools that can support efforts to better understand the situations affecting a person’s health and everyday life. While the list does not include every possible tool, it features many trusted and commonly used options that support the work of health centers, schools, caregivers, and others.

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Health-Related Needs Screening Tool – School-Based Health Alliance

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Youth Mental Health First Aid is designed to teach teachers, school staff, and others how to help an adolescent (age 12-18) who is experiencing a mental health or addictions challenge or is in crisis. The course introduces common mental health challenges for youth, reviews typical adolescent development, and teaches a 5-step action plan for how to help young people in both crisis and non-crisis situations. Topics covered include anxiety, depression, substance use, disorders in which psychosis may occur, disruptive behavior disorders (including AD/HD), and eating disorders.

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To find a course or Instructor near you, enter your location below.

Why Mental Health Matters for Youth

One in five youth will experience a mental health challenge at some point during their life.

17.1 million youth under the age of 18 have or have had a psychiatric disorder - more than the number of children with cancer, diabetes, and AIDS combined.

7.4% of children in the United States have a mental health visit in a given year.

How Youth Mental Health First Aid Can Help

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Youth Mental Health First Aid is primarily designed for adults who regularly interact with young people.

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Classroom WISE is a FREE 3-part training package that assists K-12 educators and school staff in supporting the mental health of students in the classroom. Developed by the Mental Health Technology Transfer Center (MHTTC) Network in partnership with the National Center for School Mental Health, this package offers evidence-based strategies and skills to engage and support students experiencing adversity and distress.

In addition to a free online course on mental health literacy for educators and school staff, a video library and resource collection are also available.

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Rise: Otsego Substance Free Coalition engaged youth voice in their campaigns against substance use.

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Share your videos with friends, family, and the world

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By accepting and using SBHE funds, the recipient acknowledges and agrees to comply with the terms and conditions referenced below. Acceptance of funds constitutes agreement to these terms.

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Model School District Policy on Suicide Prevention

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Model School District Policy on Suicide Prevention

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The Model School District Policy on Suicide Prevention gives educators and school administrators a comprehensive way to implement suicide prevention policies. There are specific, actionable steps to support school personnel; sample language for student handbooks; suggestions for involving parents and guardians in suicide prevention; and guidance for addressing in-school suicide attempts.

In collaboration with the American School Counselor Association, the National Association of School Psychologists, and The Trevor Project, the program is research-based and adaptable for middle and high schools.

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American Foundation for Suicide Prevention

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The Model School District Policy on Suicide Prevention gives educators and school administrators a comprehensive way to implement suicide prevention policies in their local community.

In collaboration with the American School Counselor Association, the National Association of School Psychologists, and The Trevor Project, the program is research-based and easily adaptable for middle and high schools.

There are specific, actionable steps to support school personnel; sample language for student handbooks; suggestions for involving parents and guardians in suicide prevention; and guidance for addressing in-school suicide attempts.

In addition to educators and school leaders, school-based mental health professionals such as counselors and psychologists are essential in putting a policy into practice to enhance the whole school environment.

More than half of all states in the U.S. currently require that educators receive training to prevent suicide. With recommendations rooted in best practices, the Model School District Policy on Suicide Prevention can complement state law requirements and help schools achieve an inclusive, comprehensive suicide prevention plan.

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Model School District Policy on Suicide Prevention

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The Model School District Policy on Suicide Prevention gives educators and school administrators a comprehensive way to implement suicide prevention policies in their local community. In collaboration with the American School Counselor Association, the National Association of School Psychologists, and The Trevor Project, the program is research-based and easily adaptable for middle and high schools.

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SYAC brings together youth, young adults, and providers to advise the Department of Mental Health and other young adult service organizations. They pay youth to participate in advocacy and community-building opportunities. They meet 1x a month virtually.

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The Statewide Young Adult Council – State Mental Health Planning Council

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IHR designs and implements synchronous and asynchronous trainings that promote and sustain individual and organizational capacity to deliver trauma-informed care, person-centered care, promote recovery, wellness, and equity. Training topics include substance use disorder, youth and young adults, trauma integration and treatment, wellness, and tobacco education and treatment.

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IHR designs and implements synchronous and asynchronous trainings that promote and sustain individual and organizational capacity to deliver trauma-informed care, person-centered care, promote recovery, wellness, and equity. Training topics include substance use disorder, youth and young adults, trauma integration and treatment, wellness, and tobacco education and treatment.

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This webpage is a comprehensive guide to key resources, trainings and technical assistance opportunities for the youth and young adult substance use and mental health workforce.

The Office of Youth and Young Adult Services (OYYAS) within the MA Department of Public Health’s Bureau of Substance Addiction Services (BSAS) has a diverse continuum of care that includes services related to school-based intervention, community-based intervention, family support and engagement, youth withdrawal management and stabilization, residential treatment, and more.

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Welcome to the Office of Youth and Young Adult Services (OYYAS) Careers of Substance page. The OYYAS is a specialized unit within the MA Department of Public Health’s Bureau of Substance Addiction Services (BSAS).

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This webpage is a comprehensive guide to key resources, trainings and technical assistance opportunities for the youth and young adult substance use and mental health workforce.

The Office of Youth and Young Adult Services (OYYAS) within the MA Department of Public Health’s Bureau of Substance Addiction Services (BSAS) has a diverse continuum of care that includes services related to school-based intervention, community-based intervention, family support and engagement, youth withdrawal management and stabilization, residential treatment, and more.

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Welcome to the Office of Youth and Young Adult Services (OYYAS) Careers of Substance page. The OYYAS is a specialized unit within the MA Department of Public Health’s Bureau of Substance Addiction Services (BSAS).

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Restorative Practices Implementation Checklist for Schools

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Restorative Practices Implementation Checklist for Schools

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The 12 Indicators of Restorative Practice Implementation was developed to offer guidance to administrators and their teams. The aim is to help teams understand the scope of implementation supports and to consider RP, SEL, and Equity initiatives in tandem.

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Massachusetts School Mental Health Consortium

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Massachusetts School Mental Health Consortium

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The Massachusetts School Mental Health Consortium is comprised of Massachusetts school districts committed to improving the mental health services and supports available to students across the Commonwealth. View their resource page here.

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The following are selected resources by area of implementation and archival meeting agendas, materials, and presentations from our past events. More recent resources are disseminated directly to members through the MASMHC mailing list.

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Vaping Cessation Guide for School Nurses and Counselors

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Vaping Cessation Guide for School Nurses and Counselors

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This guide contains information relevant to the youth quitting process that can aid discussions between a school nurse or counselor and their students. It includes a tool to assess dependence, suggested scripts to use when talking with youth about vaping, and additional resources.

Click here to order print copies. Free materials for parents about youth vaping are also available to order. The MDPH’s vaping campaign Toolkit for Schools is available at GetOutraged.org.

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Vaping Cessation for Nurses and Counselors

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Psychoed & SEL Materials for Students Pre-K-12

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Psychoed & SEL Materials for Students Pre-K-12

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The National Institutes of Health (NIH) provide free STEM education materials for students (grades pre-K through 12) on this site. Topics include "the brain and mental health" and "drugs, alcohol, and addiction."

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STEM Resources | STEM Teaching Resources

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The free STEM education materials (grades pre-K through 12) on this site are provided by the institutes and centers within the National Institutes of Health (NIH) and NIH grantees, including Science Education Partnership Award (SEPA) recipients. This site is managed by the National Institute of General Medical Science (NIGMS).

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SEL/Pyschoed Materials for Students Pre-K-12

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SEL/Pyschoed Materials for Students Pre-K-12

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The National Institutes of Health (NIH) provide free STEM education materials for students (grades pre-K through 12) on this site. Topics include "the brain and mental health" and "drugs, alcohol, and addiction."

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STEM Resources | STEM Teaching Resources

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The free STEM education materials (grades pre-K through 12) on this site are provided by the institutes and centers within the National Institutes of Health (NIH) and NIH grantees, including Science Education Partnership Award (SEPA) recipients. This site is managed by the National Institute of General Medical Science (NIGMS).

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The purpose of these model rubrics is to support high-quality feedback and a meaningful evaluation process for Specialized Instructional Support Personnel (SISP) educators.

School Social Worker/School Adjustment Counselor

School Counselors

School Nurses

School Psychologists

Speech and Language Pathologists

These SISP rubrics are being piloted in the 2025-26 school year. The pilot is open to all schools and districts. District or school leaders can complete this form to register to participate in the pilot. A training session will be offered in September 2025 and pilot participants will be asked to share feedback through a survey in Spring 2026. Feedback from pilot districts will inform final revisions to the SISP model rubrics for formal release in Summer 2026.

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Massachusetts Department of Elementary and Secondary Education

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Model Rubric Updates - Educator Evaluation

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The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and international PISA assessments.

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The purpose of these model rubrics is to support high-quality feedback and a meaningful evaluation process for Specialized Instructional Support Personnel (SISP) educators.

School Social Worker/School Adjustment Counselor

School Counselors

School Nurses

School Psychologists

Speech and Language Pathologists

These SISP rubrics are being piloted in the 2025-26 school year. The pilot is open to all schools and districts. District or school leaders can complete this form to register to participate in the pilot. A training session will be offered in September 2025 and pilot participants will be asked to share feedback through a survey in Spring 2026. Feedback from pilot districts will inform final revisions to the SISP model rubrics for formal release in Summer 2026.

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Massachusetts Department of Elementary and Secondary Education

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Model Rubric Updates - Educator Evaluation

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The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and international PISA assessments.

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Finding LGBTQ-Affirming Behavioral Health Providers 

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Finding LGBTQ-Affirming Behavioral Health Providers 

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This is a list of directories that can help you find LGBTQ-affirming behavioral health care:

Resources for the LGBTQ+ Community and Allies | NAMI Massachusetts

Directory - LGBTQ+ Healthcare Directory

Inclusive Therapists - A Safer, Simpler Way to Find Care

Explore Directory - National Queer and Trans Therapists of Color Network

24/7 Suicide Hotline for LGBTQ Youth - We’re here for you Now

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Resources for the LGBTQ+ Community and Allies

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We have curated this page to provide a wide range of resources, including support organizations, hotlines, therapy options, online communities, and educational materials, all designed to empower LGBTQ+ individuals on their mental health journey. Whether you are seeking guidance, connection, or information, we hope these resources serve as a valuable tool to help navigate the complexities of mental health and foster a sense of belonging and resilience within the LGBTQ+ community.

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Finding LGBTQ-Affirming Behavioral Health Providers 

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Finding LGBTQ-Affirming Behavioral Health Providers 

# data[].attributes.body
This is a list of directories that can help you find LGBTQ-affirming behavioral health care:

Resources for the LGBTQ+ Community and Allies | NAMI Massachusetts

Directory - LGBTQ+ Healthcare Directory

Inclusive Therapists - A Safer, Simpler Way to Find Care

Explore Directory - National Queer and Trans Therapists of Color Network

24/7 Suicide Hotline for LGBTQ Youth - We’re here for you Now

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Resources for the LGBTQ+ Community and Allies

# data[].attributes.attachment_link.description
We have curated this page to provide a wide range of resources, including support organizations, hotlines, therapy options, online communities, and educational materials, all designed to empower LGBTQ+ individuals on their mental health journey. Whether you are seeking guidance, connection, or information, we hope these resources serve as a valuable tool to help navigate the complexities of mental health and foster a sense of belonging and resilience within the LGBTQ+ community.

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iDECIDE Facilitator Trainings are one full-day, conducted in-person, and FREE. They run approximately 15 trainings per year across Massachusetts, in 4 waves.

Click here to learn about upcoming trainings.

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SBHE Mental Health Systems + Needs Assessment Checklist

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SBHE Mental Health Systems + Needs Assessment Checklist

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This School Mental Health Systems Checklist is an optional tool to support the evaluation of your school’s or district’s mental health practices, policies, and community. This checklist can be used to help you answer the 4-question Mental Health Needs Assessment Form which is required of all recipients of the SBHE grant annually.

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SBHE Mental Health Systems + Needs Assessment Checklist Final Fillable

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Universal Behavioral Health Screening Modules

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Universal Behavioral Health Screening Modules

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These screening modules provide basic information about universal social, emotional, and behavioral screening as school or district teams prepare to:

implement screening

fine-tune and problem-solve around existing screening practices

engage in planning around linking screening data to intervention

Implementation of universal screening is best supported by ongoing coaching and technical assistance, including learning from other schools and districts who have engaged in universal screening.

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Universal Behavioral Health Screening : BIRCh Center : UMass Amherst

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These modules from the BIRCh Center provide basic information about implementing universal social, emotional, and behavioral screening in your school or district.

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Universal Behavioral Health Screening Modules

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Universal Behavioral Health Screening Modules

# data[].attributes.body
These screening modules provide basic information about universal social, emotional, and behavioral screening as school or district teams prepare to:

implement screening

fine-tune and problem-solve around existing screening practices

engage in planning around linking screening data to intervention

Implementation of universal screening is best supported by ongoing coaching and technical assistance, including learning from other schools and districts who have engaged in universal screening.

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Universal Behavioral Health Screening : BIRCh Center : UMass Amherst

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These modules from the BIRCh Center provide basic information about implementing universal social, emotional, and behavioral screening in your school or district.

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Authentic Youth Engagement in Policy Framework 

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Authentic Youth Engagement in Policy Framework 

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Youth and adult representatives tested and refined existing models of youth engagement in the policy process, resulting in the Authentic Youth Engagement in Policy Framework.

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Trauma-Informed Practices and Youth–Adult Partnerships Organizational Discussion Tool 

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Trauma-Informed Practices and Youth–Adult Partnerships Organizational Discussion Tool 

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This tool is designed to assist organizations serving middle school– and high school–aged youth in reflecting on their current integration of trauma-informed practices and youth-adult partnerships into organizational and programmatic decision-making.

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Let's Talk! Discussing Gender in the Classroom

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Let's Talk! Discussing Gender in the Classroom

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Learning for Justice proudly presents our four-part webinar series Let's Talk! This series covers a range of critical topics that can be difficult to discuss with students and colleagues. For this third part in the series, Learning for Justice and Gender Spectrum are teaming up to help educators think beyond the gender binary and to create gender-inclusive classrooms. This interactive webinar will examine thought-provoking case studies and explore best practices.​

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Teaching Tolerance proudly presents our four-part webinar series Let's Talk! This series covers a range of critical topics that can be difficult to discuss with students and colleagues. For this third part in the series, Teaching Tolerance and Gender Spectrum are teaming up to help educators think beyond the gender binary and to create gender-inclusive classrooms. This interactive webinar will examine thought-provoking case studies and explore best practices.

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Let's Talk! Discussing Gender in the Classroom

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Teaching Tolerance proudly presents our four-part webinar series Let's Talk! This series covers a range of critical topics that can be difficult to discuss with students and colleagues. For this third part in the series, Teaching Tolerance and Gender Spectrum are teaming up to help educators think beyond the gender binary and to create gender-inclusive classrooms. This interactive webinar will examine thought-provoking case studies and explore best practices.

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Let's Talk Guide for Facilitating Critical Conversations with Students

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Let's Talk Guide for Facilitating Critical Conversations with Students

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School staff play a crucial role in helping students talk openly about the historical roots and contemporary manifestations of social inequality and discrimination. Learning how to communicate about such topics as white privilege, police violence, economic inequality and mass incarceration requires practice, and facilitating critical conversations with students demands courage and skill.

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Skip to main content

Educators play a crucial role in helping students talk openly about the historical roots and contemporary manifestations of social inequality and discrimination. Learning how to communicate about such topics as white privilege, police violence, economic inequality and mass incarceration requires practice, and facilitating critical conversations with students demands courage and skill.

This guide offers classroom-ready strategies you can use to plan discussions and to facilitate these conversations with your students. We hope you find this guide useful and that you'll share it with colleagues. And don't forget to check out our related resources.

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This resource is for educators working to build their own competency facilitating classroom conversations about critical topics like identity, discrimination and inequality.

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Emergency Planning Fact Sheet for Parents with Uncertain Immigration Status

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Emergency Planning Fact Sheet for Parents with Uncertain Immigration Status

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The Attorney General's Office has released legal options that a parent might want to consider for a child who would remain in the United States in the event of parental detention or deportation.

A full guide can be found here: Emergency Planning Guide for Parents with Uncertain Immigration Status_July 2025 (002).pdf

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Emergency Planning Fact Sheet for Parents with Uncertain Immigration Status_July 2025

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State Mental Health Resources for Youth and their Families in Brazilian Portuguese

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State Mental Health Resources for Youth and their Families in Brazilian Portuguese

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There are various state-wide BH resources available to youth and their families. This PDF provides an overview that should be shared with youth and their families.

This document is also available on this Padlet in:

English

Spanish

Vietnamese

Haitian Creole

Chinese (simplified)

Chinese (traditional)

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State Mental Health Resources for Youth and their Families in Haitian Creole

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State Mental Health Resources for Youth and their Families in Haitian Creole

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There are various state-wide BH resources available to youth and their families. This PDF provides an overview that should be shared with youth and their families.

This document is also available on this Padlet in:

English

Spanish

Brazilian Portuguese

Vietnamese

Chinese (simplified)

Chinese (traditional)

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State Mental Health Resources for Youth and Families in Simplified Chinese

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State Mental Health Resources for Youth and Families in Simplified Chinese

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There are various state-wide BH resources available to youth and their families. This PDF provides an overview that should be shared with youth and their families.

This document is also available on this Padlet in:

English

Spanish

Brazilian Portuguese

Vietnamese

Haitian Creole

Chinese (traditional)

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State Mental Health Resources for Youth and Families in Spanish

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State Mental Health Resources for Youth and Families in Spanish

# data[].attributes.body
There are various state-wide BH resources available to youth and their families. This PDF provides an overview that should be shared with youth and their families.

This document is also available on this Padlet in:

English

Brazilian Portuguese

Vietnamese

Haitian Creole

Chinese (simplified)

Chinese (traditional)

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State Mental Health Resources for Youth and Families in Vietnamese

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State Mental Health Resources for Youth and Families in Vietnamese

# data[].attributes.body
There are various state-wide BH resources available to youth and their families. This PDF provides an overview that should be shared with youth and their families.

This document is also available on this Padlet in:

English

Spanish

Brazilian Portuguese

Haitian Creole

Chinese (simplified)

Chinese (traditional)

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State Mental Health Resources for Youth and Families in Traditional Chinese

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State Mental Health Resources for Youth and Families in Traditional Chinese

# data[].attributes.body
There are various state-wide BH resources available to youth and their families. This PDF provides an overview that should be shared with youth and their families.

This document is also available on this Padlet in:

English

Spanish

Brazilian Portuguese

Vietnamese

Haitian Creole

Chinese (simplified)

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Mental Health America composed an inclusive resource list for mental wellbeing.

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Panorama offers student success, survey and engagement, behavior logging, and more. It is compatible with MTSS and PBIS, and also allows for student, family, and broader school-community check-ins.

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Panorama Education | Supporting Student Success

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Panorama Education helps educators act on data to improve student outcomes in academics, school climate, family engagement, MTSS & more.

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Advancing Racial Equity in School Communities

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Advancing Racial Equity in School Communities

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Appendix D of our SBHE grant, Advancing Racial Equity Within School Communities, provides examples of actions schools can and should take.

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Appendix D-Advancing Racial Equity In School Communities

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This Restorative Practices Guide and Toolkit was created by the Chicago Public Schools Office of Social & Emotional Learning, in collaboration with the Embrace Restorative Justice in Schools Collaborative.

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Introduction to Restorative Justice for Schools

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Introduction to Restorative Justice for Schools

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A guide for principals, teachers, school administrators, school resource officers, school counselors, and anyone interested in restorative practices and schools.

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Find Behavioral Health Providers of Color

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Find Behavioral Health Providers of Color

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Here are directories that can help you find clinicians of color:

Haitian Mental Health Network

Therapy For Black Girls

Therapists Of Color | Innopsych

Home - PureSpark

Explore Directory - National Queer and Trans Therapists of Color Network

Resources for the Black Community | NAMI Massachusetts

Resources for the Latinx and Hispanic Community | NAMI Massachusetts

Resources for People in the Asian American and Pacific Islander Community | NAMI Massachusetts

MA-Based-Mental-Health-Resources-for-Black-Community-1.pdf

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Find Behavioral Health Providers of Color

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Find Behavioral Health Providers of Color

# data[].attributes.body
Here are directories that can help you find clinicians of color:

Haitian Mental Health Network

Therapists Of Color | Innopsych

Home - PureSpark

Explore Directory - National Queer and Trans Therapists of Color Network

Resources for the Black Community | NAMI Massachusetts

Resources for the Latinx and Hispanic Community | NAMI Massachusetts

Resources for People in the Asian American and Pacific Islander Community | NAMI Massachusetts

MA-Based-Mental-Health-Resources-for-Black-Community-1.pdf

Therapy For Black Girls

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Find Behavioral Health Providers of Color

# data[].attributes.subject
Find Behavioral Health Providers of Color

# data[].attributes.body
Here are directories that can help you find clinicians of color:

Therapy For Black Girls

Therapists Of Color | Innopsych

Home - PureSpark

Explore Directory - National Queer and Trans Therapists of Color Network

Resources for the Black Community | NAMI Massachusetts

Resources for the Latinx and Hispanic Community | NAMI Massachusetts

Resources for People in the Asian American and Pacific Islander Community | NAMI Massachusetts

MA-Based-Mental-Health-Resources-for-Black-Community-1.pdf

Inclusive Therapists - A Safer, Simpler Way to Find Care

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DESSA’s evidence-based assessments bring research-backed, valid, and reliable data into your MTSS, PBIS, or other behavioral support program.

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Aperture Education is the leading provider of solutions that identify student strengths, promote wellbeing, and improve academic outcomes. We are the foundation you have been searching for to transform student learning.

Universal Screening: DESSA-mini

Proactively identify in 60 seconds and with 95% accuracy which students need additional support rather than relying on negative student behavioral indicators. This proactive approach means fewer out-of-class suspensions and a reduction in repeat instruction.

The DESSA-mini is the only screener to meet universal criteria set forth by the World Health Organization.

100% Strength-based screening

1 minute to complete

4 forms

Screener & progress monitoring

English & Spanish

Detailed Assessment: DESSA

This comprehensive assessment is the top solution for proactively addressing student needs, improving academic outcomes, and cultivating a positive school climate. This approach empowers at-risk students, promotes resilience, and builds positive relationships in the classroom.

For K-12 students

100% Strength-based assessment

Less than 8 minutes to complete

Rooted in resilience theory

Research-based, nationally normed, psychometrically sound

CASEL™-derived

Immediate and actionable student support strategies & interventions

Data & Reporting

The Aperture System makes data analysis simple and fast so that you and your staff can focus on what matters - supporting students. Our reports are simple and interactive, displaying immediate and real-time data so that you know where each student stands and what actions should be taken.

Individual Results: Track individual student progress over time and view individual assessment scores and item analysis.

Summary Results: View results across the classroom and observe differences across student subgroups.

Impact Measurement: Measure growth between rating windows and calculate progress for "Need for Instruction" students.

Progress Monitoring

The DESSA provides student progress monitoring and outcomes measurement at every level.
Educators

Quickly screen all students with the DESSA-mini and dive deeper with the DESSA for students in need of further support

Provide actionable student support, monitor progress, measure outcomes

Counselors

Recognize trends in specific competency gaps across an entire classroom, school, or district

Identify students in need of Tiers 2 and 3 supports and implement research-informed intervention strategies

Administrators

Quickly understand district's overall strengths and areas of need

Make informed decisions for implementing strategies and new initiatives district-wide

Create and customize real-time reports to track impact

Dr. Michael Mallery, District Coordinator of Social Emotional Learning, Windsor Public Schools

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DESSA Aperture System - Aperture Education

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SHAPE offers tools to help schools and districts improve school mental health programming and sustainability in schools and districts. Their website features school mental health quality assessments, a resource library, and custom reports.

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Alternatives to Exclusionary Discipline

Exclusionary discipline policies, such as suspensions or expulsions, can have long-term negative consequences on youth (e.g. school dropout and involvement in the juvenile justice system) and school climate ( White House Report: The Continuing Need To Rethink Discipline; HHS and U.S. DoE Policy Statement on Exclusionary Discipline). Although federal data demonstrate steady declines in suspensions and expulsions, data indicate that students of color and students with disabilities continue to be disproportionately suspended or expelled.

Several states have addressed the negative consequences and disparities related to exclusionary discipline by enacting policies that direct schools and districts to eliminate or reduce punitive discipline practices and/or implement restorative practices.

Sources: Data retrieved via an extensive independent review by the NCSMH and supplemented by additional sources, including:

National Association of State Boards of Education (NASBE). (2020). State Policy Database: Alternatives to Exclusionary Discipline. Retrieved from: https://statepolicies.nasbe.org/health/categories/social-and-emotional-climate/alternatives-exclusionary-discipline

Education Commission of the States. (2018). School Discipline: Are there non-punitive approaches outlined as alternatives to suspension or expulsion? Retrieved from: http://ecs.force.com/mbdata/MBQuest2RTanw?rep=SD1804

All 50 states and the District of Columbia have either anti-bullying laws, regulations, model policies, or a combination of all three. These require districts to engage in bullying prevention and to respond when bullying occurs. Although it is necessary to address bullying, there is concern regarding the reliance on punitive responses to bullying. Punitive discipline practices do not reduce incidents of bullying and do not address harm.

The links in the map lead to state pages on stopbullying.gov, a site hosted by the US Department of Health and Human Services. In addition to describing the laws, policies, and common components, each state page provides link to the policy itself.

The information in the map was originally collected and compiled by several federal government agencies, including U.S. Department of Education (DoE), Department of Health and Human Services (HHS), and Department of Justice (DOJ).

U.S. Department of Health and Human Services. (2018). Laws, Policies, & Regulations | StopBullying.gov. https://www.stopbullying.gov/resources/laws

Every Student Succeeds Act (Chronic Absenteeism and School Climate)

One of the most significant components of the Every Student Succeeds Act (ESSA) is the requirement that states include multiple measures in their accountability systems. In addition to academic indicators (academic achievement, academic growth, graduation rate, and progress in achieving English language proficiency (ELP)), states must select at least one indicator of "school quality or student success" such as:

Rates of chronic absenteeism

College and career readiness

Student or educator engagement

Student access to and completion of advanced coursework

School climate

States have the flexibility to select multiple "school quality or student success" indicators and to use multiple measures within each indicator.

Expanded Medicaid Coverage in Schools

In 2014, the Center for Medicare and Medicaid Services (CMS) reversed the Free Care Rule, which restricted schools from getting reimbursement for services provided to Medicaid-enrolled students without an Individualized Education Plan (IEP). The reversal permits states to allow school districts to bill Medicaid for school-based health services, including mental health services, provided to all Medicaid-enrolled children, not just those with an IEP. To expand this eligibility, states need to take action, typically through modification of state Medicaid plans. For more information on school Medicaid, please visit the Healthy Students, Promising Futures webpage, a Healthy Schools Campaign program.

The map below displays states that have leveraged the policy reversal by expanding Medicaid coverage in schools, states that are in the process, and states that have not yet taken action.

This information was originally compiled by the Healthy Schools Campaign through their Healthy Students, Promising Futures program.

Partnering with and effectively engaging families is critical to the success of comprehensive school mental health systems. The map below displays states that have a policy directing districts to develop or implement plans, policies, or programs related to family engagement in schools.

The information in this map was compiled by the National Association of State Boards of Education.

National Association of State Boards of Education (NASBE). (2020). State Policy Database: Family Engagement Plans. Retrieved from: https://statepolicies.nasbe.org/health/categories/family-engagement/family-engagement-plans

Funding for school mental health comes from multiple and diverse funding sources, including federal, state, district, school, and private support. The maps below display states that use federal funding sources (U.S. Department of Education and U.S. Department of Health and Human Services) and those that use state funding sources (e.g. specific appropriations in state budgets, state taxes, and state education funding).

This information was compiled by the Education Commission of the States. Their policy brief, State Funding for Student Mental Health, details these funding sources and includes several state examples.

The School Mental Health Quality Guide: Funding and Sustainability provides background information on funding and sustainability, best practices, examples from the field, and resources.

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SHAPE - School Health Assessment and Performance Evaluation

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Alternatives to Exclusionary Discipline Exclusionary discipline policies, such as suspensions or expulsions, can have long-term negative consequences on youth (e.g. school dropout and involvement in the juvenile justice system) and school climate ( White House Report: The Continuing Need To Rethink Discipline; HHS and U.S. DoE Policy Statement on Exclusionary Discipline).

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Centering Equity within the PBIS Framework: Overview and Evidence of Effectiveness

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Centering Equity within the PBIS Framework: Overview and Evidence of Effectiveness

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Racial and ethnic inequities in school discipline are widespread and persistent, even in schools implementing PBIS with fidelity. Yet integrating components of a multicomponent equity-centered approach into existing tiered frameworks is showing promise for improving equity in student outcomes. This brief describes the Center on PBIS’s 5-Point Equity Approach and the evidence for its positive effects on discipline disproportionality.

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Center on PBIS | Resource: Centering Equity within the PBIS Framework: Overview and Evidence of Effectiveness

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PDF: Racial and ethnic inequities in school discipline are widespread and persistent, even in schools implementing PBIS with fidelity. Yet integrating components of a multicomponent equity-centered approach into existing tiered frameworks is showing promise for improving equity in student outcomes. This brief describes the Center on PBIS’s 5-Point Equity Approach and the evidence for its positive effects on discipline disproportionality.

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Know Your Rights Guide by the MA Attorney General's Office

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Know Your Rights Guide by the MA Attorney General's Office

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MA Attorney General Campbell issued guidance for immigrants, families, and communities on ICE Enforcement.

To download the document click here: 05.29.2025 AGO ICE Guidance Final.pdf

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AG Campbell Issues Guidance For Immigrants, Families, And Communities On ICE Enforcement

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‘Know Your Rights’ Guide Provides Communities with Information About Their Rights and the Legal Framework for ICE Stops, Arrests, and Inquiries

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A resource for schools and parents regarding youth social media and phone use. Sample policies, research, and other supporting documents can be found on this website.

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There has been a lot of discussion around cell phone use in schools. Navigating this issue can be challenging. We provide expert guidance and practical tools to help schools and parents manage cell phone use, both in and out of school. Teachers sayphones are amajor problem[1] 0 % Teens onsocial almost constantly [2] 0 % […]

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Behavioral Health Urgent Care Centers (BHUCs) 

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Behavioral Health Urgent Care Centers (BHUCs) 

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Behavioral Health Urgent Care Centers (BHUCs) are open throughout Massachusetts and can see patients for Urgent Mental Health Services. They are part of the State's Roadmap for Behavioral Health alongside the Behavioral Health Helpline and Community Behavioral Health Centers..

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Cell Phones and Social Media in Schools Toolkit

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Cell Phones and Social Media in Schools Toolkit

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In May 2023, the U.S. Surgeon General issued an Advisory on Social Media and Youth Mental Health, advising the public that, despite some benefits for some youth, the current body of evidence demonstrates that social media use poses a profound risk of harm to the mental health and well-being of

children and adolescents.

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Cell Phones and Social Media in Schools Toolkit.pdf

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TalkingPoints focuses on family engagement for multilingual families. Their platform offers translation, scaled family engagement, and data-informed guidance.

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TalkingPoints - Improving student outcomes through meaningful school-family partnerships.

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TalkingPoints - Improving student outcomes through meaningful school-family partnerships.

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TimeKettle offers hand-held devices that can be used for real-time translation

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X1,the World’s First AI Interpreter Hub, end-to-end Solutions. Standalone Entity, One-Step Activate Multi-way interpretation: 20 People in 5 Languages Voice call with Unique Digital Numbers Online Meeting Interpreting and Exporting Support 40 online & 13 pairs offline languages 2-way simultaneous interpretation

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The Mental Health Association of Maryland created a resource library containing activities and resources to support a variety of mental health concerns for pre-k, elementary, middle school and high school children.

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Resource Library - Children's Mental Health Matters

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The Campaign's online Resource Directory is a rich library full of curated toolkits, activity sheets, information to support children across the lifespan, covering a variety of topics related to children's [...]

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This crosswalk, developed by the BIRCh Center summarizes and compares the focus of 5 common school needs assessments.

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This PDF is from a Virtual Summit by the MA School Mental Health Coalition (MASMHC), bryt, and the Rennie Center for Education. The event and this PDF features a variety of school mental health technology solutions.

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Virtual Summit Vendor List (Revised 428)

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Recommended Behavioral Health Screening Tools

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Recommended Behavioral Health Screening Tools

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This PDF provides age-appropriate screening tool recommendations for substance use, suicidality, depression, and anxiety. Links to the screening tools are also included.

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4/17/25 Immigration Update for CHNV Parole Status Holders

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4/17/25 Immigration Update for CHNV Parole Status Holders

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On April 14, a Federal Judge in Massachusetts put a HOLD on the federal administration’s attempt to categorically terminate the parole status of those who had been granted CHNV humanitarian parole. This means that the CHNV parole termination order does NOT take effect until further court action.

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On the Desktop 4 17 25 - Immigration Updates from the AG and ORI

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A message from Interim Commissioner Patrick Tutwiler and the
Department of Elementary and Secondary Education

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State MH Resources for Youth and their Families

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State MH Resources for Youth and their Families

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There are various state-wide BH resources available to youth and their families. This PDF provides an overview that should be shared with youth and their families.

This document is also available on this Padlet in:

Spanish

Brazilian Portuguese

Vietnamese

Haitian Creole

Chinese (simplified)

Chinese (traditional)

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State Mental Health Resources for Youth and their Families Feb 2025 (1)

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Behavioral Health Help Line for School Providers

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Behavioral Health Help Line for School Providers

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The BHHL can help school-based providers identify referral options for students based on a student’s insurance type and clinical need. The BHHL is a support line that connects individuals and families to the full range of

mental health and substance use treatment services offered in Massachusetts,

including outpatient, urgent, and immediate crisis care.

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FINAL-BHHL for School Providers.docx (2)

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News and Announcements from the Attorney General's Office

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News and Announcements from the Attorney General's Office

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News and announcements from the Office of the Attorney General

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The WJC INTERFACE Referral Service is a mental health and wellness referral Helpline that is a free, confidential referral service for residents of participating communities. Callers from these participating communities are matched with licensed mental health providers within 2 weeks of their call to INTERFACE. Each referral best meets the location, insurance, and specialty needs of the caller.

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The William James INTERFACE Referral Service, ​offered through our Freedman Center, is a mental health and wellness referral Helpline available 9am to 5pm on Mondays, Wednesdays and Fridays and 8am to 6pm on Tuesdays and Thursdays (excluding holidays), at 888-244-6843 (toll free). This is a free, confidential referral service for residents of participating communities. Callers from these participating communities are matched with licensed mental health providers from our extensive database, on average, within 2 weeks of their call to INTERFACE. Each referral best meets the location, insurance, and specialty needs of the caller.

INTERFACE Referral Service also provides Guides, available for all visitors to our website, which can be found on the Guides Tab above, which are helpful when navigating the mental health system.

Additionally, William James INTERFACE Referral Service supports the work of organizations across the state, including the Suffolk and Norfolk Juvenile Court Clinics, the Department of Disabled Persons Protection Commission's Sexual Assault Response Unit and two state initiatives: Massachusetts Child Psychiatry Access Project (MCPAP), and MCPAP for Moms.

More information about the service and terms of confidentiality are on our Contact page.

For information about becoming a participating community, please complete this form and we will get back to you as soon as possible.

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William James INTERFACE Referral Service |

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The William James INTERFACE Referral Service, ​offered through our Freedman Center, is a mental health and wellness referral Helpline available 9am to 5pm on Mondays, Wednesdays and Fridays and 8am to 6pm on Tuesdays and Thursdays (excluding holidays), at 888-244-6843 (toll free). This is a free, confidential referral service for residents of participating communities.

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Care Solace quickly connects your community to available mental health providers, substance use treatment, and social services matched to their needs.

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Care Solace | Calming the Chaos of Mental Health Care

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Care Solace is the mental health care coordination service of choice for K-12 school districts, higher education institutions and municipalities.

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Wee The People is an education consultancy that offers justice-oriented educational workshops for students 5-12, parents, and educators. They also offer curriculum support and coaching for educators.

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Our workshops for adults focus on frameworks and strategies to begin uncomfortable conversations about race, racism, and other forms of social injustice.

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This 12-minute video details what restorative justice is and the benefits it offers to students and the school community.

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Restorative Justice | Laila Fakhoury | TEDxLSSC

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Autism Level UP! offers free tools and other supports to promote autism awareness, empowerment, and advocacy.

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DPH’s Community Health Equity Initiative offers free Data & Action Support to schools, community-based organizations, and other partners. Using CCIS and CHES data, regional support providers can fulfill customized community-level data requests (e.g. demographics, neighborhood, safety and social context, substance use, mental health); help contextualize findings and action steps; and provide capacity building.

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Fill out the Data & Action Support Interest Form to be connected to a Regional Data & Action Provider for customized support.

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DPH’s Community Health Equity Initiative offers free Data & Action Support to schools, community-based organizations, and other partners. Using CCIS and CHES data, regional support providers can fulfill customized community-level data requests (e.g. demographics, neighborhood, safety and social context, substance use, mental health); help contextualize findings and action steps; and provide capacity building.

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Fill out the Data & Action Support Interest Form to be connected to a Regional Data & Action Provider for customized support.

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DPH’s Community Health Equity Initiative offers free Data & Action Support to schools, community-based organizations, and other partners. Using CCIS and CHES data, regional support providers can fulfill customized community-level data requests (e.g. demographics, neighborhood, safety and social context, substance use, mental health); help contextualize findings and action steps; and provide capacity building.

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Fill out the Data & Action Support Interest Form to be connected to a Regional Data & Action Provider for customized support.

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Because of environmental factors including discrimination and barriers to health care, people who identify as LGBTQ+ experience unique health disparities. The Massachusetts Department of Public Health (DPH) and health care providers across the state are committed to reversing these trends and working together to improve the health and wellness of LGBTQ+ people in the Commonwealth.

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Self-Harm Response Toolkit for Educators

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Self-Harm Response Toolkit for Educators

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These resources were created to equip educators, school staff, and school-based mental health professionals with critical knowledge and strategies needed to support the mental well-being of their students related to self-harm.

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Self-Harm | Student Mental Health Matters | A Toolkit for Educators | PBS LearningMedia

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Students may use non-suicidal self-injury or self-harm as a way of alleviating emotional distress, maladaptive coping, and communicating the need for help or empathy.
The following digital resources were created to equip educators, school staff, and school-based mental health professionals with critical knowledge and strategies needed to support the mental well-being of their students related to self-harm. Learn from mental health professionals to define and understand self-harm, hear the lived experiences of students, and identify strategies that can be used in your teaching practice to mitigate the effects of self-harm. All resources and accompanying support materials are intended to be used in a professional development setting and may contain material considered sensitive to some viewers.

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Things to Avoid in Bullying Prevention/Intervention Efforts

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Things to Avoid in Bullying Prevention/Intervention Efforts

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Although there are proven and promising bullying prevention and intervention strategies, some common methods do not work or can even make matters worse.

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Joint Guidance for Institutions of Higher Education and K-12 schools on Diversity, Equity and Inclusion and Equal Access to Education

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Joint Guidance for Institutions of Higher Education and K-12 schools on Diversity, Equity and Inclusion and Equal Access to Education

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The Office of the Attorney General, Executive Office of Education, Department of Higher Education, and Department of Elementary and Secondary Education reissued Joint Guidance regarding the Supreme Court’s June 2023 decision on race-conscious admissions policies at institutions of higher education and supplemental guidance to clarify the legal landscape for the Commonwealth’s Institutions of Higher Education and K-12 schools as they work to advance educational goals and access to educational opportunities.

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02.26.2025 Updated Joint Guidance re Race-Neutral School Programs

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School Based Medicaid Program and Why it Matters

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School Based Medicaid Program and Why it Matters

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This presentation provides an overview of the benefits of the SBMP.

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All people in the United States, regardless of immigration status, have certain rights and protections under the U.S. Constitution. The ILRC’s Red Cards help people assert their rights and defend themselves in many situations, such as when ICE agents go to a home. Cards are offered in many languages and can be printed from home from this site.

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Red Cards / Tarjetas Rojas | Immigrant Legal Resource Center | ILRC

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All people in the United States, regardless of immigration status, have certain rights and protections under the U.S. Constitution. The ILRC’s Red Cards help people assert their rights and defend themselves in many situations, such as when ICE agents go to a home. Special thanks to our many partners who contributed translations in the various languages now available, making these red cards accessible to more individuals.

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Welcome to the DPH Office of Youth Mental Health and Wellbeing (OYMH) Padlet! We've compiled a variety of resources to support the mental health and wellbeing of school-aged youth across the Commonwealth.

Columns are titled and color-coded for easy navigation. We update trainings weekly and other resources as information becomes available to us.

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Emergency Response Guide for Educators of Immigrant-origin Students

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Emergency Response Guide for Educators of Immigrant-origin Students

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This guide can serve as a valuable resource in efforts to support immigrant-origin students and help your schools develop clear, intentional policies that empower all school staff to effectively serve their diverse student community.

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MA Emergency Response Guide for Educators of Immigrant-Origin Students

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Emergency Response Guide for Educators of Immigrant-origin Students

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Emergency Response Guide for Educators of Immigrant-origin Students

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This guide can serve as a valuable resource in efforts to support immigrant-origin students and help your schools develop clear, intentional policies that empower all school staff to effectively serve their diverse student community.

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MA Emergency Response Guide for Educators of Immigrant-Origin Students

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How to have a supportive conversation about substance use

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How to have a supportive conversation about substance use

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Offered by MASBIRT, this free virtual training is focused on learning and practicing skills based in Motivational Interviewing (MI), to enhance conversations about substance use. In this training, you’ll learn and practice 6 conversation skills that can be used individually or together (see the Conversation Guide) to help you have more collaborative conversations focused on substance use.

Click the link for dates and to register.

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How to have a supportive conversation about substance use [live virtual] – MASBIRT TTA

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DESE Guidance: Supporting All Students, Including LGBTQ Students

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DESE Guidance: Supporting All Students, Including LGBTQ Students

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School and district leaders are strongly encouraged to continue implementing policies and practices that protect all students, including transgender and nonbinary students. The Safe Schools Program for LGBTQ Students is available to provide training, technical assistance, and implementation support to help schools uphold these commitments. If your school or district would like assistance in continuing this essential work, please reach out through the contact information at the link above.

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Massachusetts Department of Elementary and Secondary Education

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Supporting All Students, Including LGBTQ Students - Office of the Commissioner of Elementary and Secondary Education

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The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and international PISA assessments.