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                              Advocacy Issue

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                              Advocacy Issue

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Increase mental health supports and services in schools. Research shows that Improving students' mental health and social-emotional competence improves their academic performance (National Center for School Mental Health, 2019).  One way for students to have mental health supports is by engaging in social-emotional learning.  Teachers of any subject can integrate social-emotional lessons into their curriculum.  Integrating a social-emotional learning curriculum may serve as a conversation starter with students in need of mental health services.  According to the National Association of School Psychologists (2016), mentally healthy children are more successful in school and life.  Providing a continuum of school mental health services is critical to effectively addressing the breadth of students' needs (National Association of School Psychologists, 2016).

Grade Level

K-8, Elementary and Middle School

References

National Association of School Psychologists. (2016). School-based mental health services: Improving student learning and well-being. Bethesda, MD.

National Center for School Mental Health and MHTTC Network Coordinating Office. (2019). Participant manual, National School Mental Health Best Practices: Implementation guidance modules for states, districts, and schools. Palo Alto, CA: MHTTC Network Coordinating Office.

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The National Center for School Mental Health's comprehensive school mental health curriculum is a program that responds to student-centered challenges.  Comprehensive school mental health systems provide a full array of supports and services that promote positive school climate, social emotional learning, mental health, and well-being, while reducing the prevalence and severity of mental illness (National Center for School Mental Health, 2019).  The program manuals include a trainer and participant manual.  The school counselor will be the trainer and the teachers, the participants.  The school counselor will collaborate with the stakeholders in order to ensure the implementation of a successful social-emotional learning curriculum.

Link to program:

Comprehensive School Mental Health Program

References to Support Mental Health Services in Schools

National Alliance on Mental Illness. (2021). Mental Health in Schools. Arlington, VA.

National Association of School Psychologists. (2016). School-based mental health services: Improving student learning and well-being. Bethesda, MD.

National Center for School Mental Health and MHTTC Network Coordinating Office. (2019). Participant manual, National School Mental Health Best Practices: Implementation guidance modules for states, districts, and schools. Palo Alto, CA: MHTTC Network Coordinating Office.

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                           The Program Goal

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                           The Program Goal

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By December 15, 2021, 50% of teachers will integrate 2 SEL (social-emotional learning) lessons per week as measured by teacher documentation.

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Mindsets

M.1.  Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being

M.2. Self-confidence in ability to succeed

Behaviors: Learning Strategies

B-LS 7.  Identify long- and short-term academic, career, and social/emotional goals

Behaviors: Self-Management Skills

B-SMS 5. Demonstrate perseverance to achieve long- and short-term goals

B-SMS 7. Demonstrate effective coping skills when faced with a problem

B-SMS 10. Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities

Behaviors: Social Skills

B-SS 2. Create positive and supportive relationships with other students

B-SS 8. Demonstrate advocacy skills and ability to assert self, when necessary

B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and environment

Reference

American School Counselor Association. (2020).  ASCA mindsets & behaviors for student success. Alexandria, VA:  Author.

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Administrators, educators, students, families, school psychologists, school counselors, and social workers.

Stakeholders Roles

Administrators: Faculty meetings to inform staff, provide time for training of staff

Educators:  Teach SEL curriculum

Students: Participate in SEL lessons

School Psychologists: Mental health screening of students

School Counselors: implementation of SEL curriculum, provide training for educators, individual/small group counseling

Social Workers: Support students and families during the implementation of the curriculum

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How Schools Can Help

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Evidence: The need for Mental Health Services in Schools

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Evidence: The need for Mental Health Services in Schools

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Reference
National Alliance on Mental Illness. (2021). Mental Health in Schools. Arlington, VA.

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Program Trainer Manual

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Program Participant Manual

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      ASCA National Model Lesson Plan Template     

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      ASCA National Model Lesson Plan Template     

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ASCA Mindsets & Behaviors

Learning objectives

Materials

Evidence base

Procedure:  Introduce, Present, Practice

Assessment plan:  Participation Data, Mindsets & Behaviors Data, Outcome Data

Follow up

Reference
American School Counselor Association. (2019a). ASCA national model: A framework for school counseling programs (4th ed.). Alexandria, VA: Author.

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5 Steps to Mental Health and Wellbeing:  A Framework for Schools and Colleges

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5 Steps to Mental Health and Wellbeing: A Framework for Schools and Colleges

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Why Improve Mental Health in Schools

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Mental Health in Schools

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NAMI believes that public and private elementary, middle and high schools should provide and/or facilitate the provision of appropriate mental health services to our nation's children.