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Broadening school role to encompass student mental wellbeing in addition to academics

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S: more conversations around mental health

W: still discussed as a ancillary issue and not at the core of the social well being of students

O: centering student mental health

T: discrit

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W: exlusions/removals practices can be used as additional cover or justification to overpolice and use forms of force (physical, verbal, emotional) 

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W: exlusions/removals practices can be used as additional cover or justification to overpolice and use forms of force (physical, verbal, emotional) 

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Focus on individualized problems and fixing the individual rather than context and structural factors that lead to mental illness

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Opportunities- reimagine sped; every student has IEP

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Opportunities- reimagine sped; every student has IEP

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W: ineffective for reducing unwanted behavior

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W: ineffective for reducing unwanted behavior

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S: kids cannot be NOT seen

W: trying to make all the same based on birth year

O: a reconfiguration of the system that does not center funding- lack there of

T: traditional EdPsych permeates

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Opportunity & Theory that supports addressing these practices are used from the framing of seeing people with disabilities as expendable (physical access, disability benefits access, etc)

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Opportunity & Theory that supports addressing these practices are used from the framing of seeing people with disabilities as expendable (physical access, disability benefits access, etc)

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Labeling - also ties into DisCrit theory

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Weakness: mis-labels, over identification, not implemented equitably, rely heavily on statutory language that may conflict with practice

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Weakness: mis-labels, over identification, not implemented equitably, rely heavily on statutory language that may conflict with practice

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Strength: potential for individualized support and services

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Strength: potential for individualized support and services

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S: Relational and human experiences; it moves the work of access out of the realm of only logistics and into the realm of relationships and understanding SPED students as humans, not burdens. - (Mia Mingus)

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Weakness: Isolation

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Weakness -- "diagnose" disabilities and seek to intervene to "help the student become more normal" -- don't accept students for who they are.

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Strength - growing awareness and acceptance of mental health issues.

Weaknesses - lack of resources to provide students. Little training or curriculum to allow for mental health support in tier 1. Still learning needs to happen to support all staff in supporting students.

Opportuniies - Partner with third parties to provide support. Reconfigure systems to identify and remove elements that escalate mental health needs

Theory - currently schools configure mental health as a problem with students that we need resources to fix. How do we examine how mental health issues are caused, exacerbated, or problematized by existing systems

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Review Padlet responses from the other two groups.

Reflect and respond to one response from each group that you connect with.

A few reflection points to consider:

Do you see any similarities or connections?

What themes do you notice?

Make sure to take a few minutes to share the main points that stood out after reflecting on others’ responses.

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•Connect with your group to engage in collaborative discussion regarding SWO'T' analysis of your group's topic.

•Create a post that summarizes the individual SWO'T' analysis (post this in orange please to alert others that this is the synthesized version of what you discussed in your group).

•Make explicit connections to content (primarily, from this topic first, but you may also expand to include references to other material. Where possible, include page numbers so others may find what you are referencing).

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• Please individually complete the SWOT analysis for your topic to collect your ideas.

• Add an individual post to your group's padlet.

• In the subject field, write your name.

• In the body field, write your SWO'T' analysis of your focus area (you may find it best to jot your response in a word/google document and then copy it into the padlet).

•Make explicit connections to content (primarily, from this topic first, but you may also expand to include references to other material. Where possible, include page numbers so others may find what you are referencing).

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Welcome to our collage activity! Please follow the instructions below to complete the activity. If you have any questions, please ask for help. Please note that this activity is broken into two parts.