Content

Purpose

 To articulate recommendations which promote student mental health as a critical component of improving school climate, safety, and learning.

Issue

A US Surgeon General report indicates that one in five children and adolescents will face a significant mental health condition during their school years. Mental health disorders affecting children and adolescents can range from Attention Deficit Hyperactivity Disorder to autism, depression, eating disorders, and schizophrenia. Students suffering from these conditions face significant barriers to learning and are less likely to graduate from high school.

Key responsibilities of school leaders regarding this issue include creating a safe and nurturing school environment, supporting the physical and mental health of children, and fostering their social and emotional well-being. As they work to meet these responsibilities, they face an array of challenges related to mental health:

  • Limited capacity to address mental health issues. Schools have historically used their resources to employ a substantial number of student support professionals. These school staff have been the core around which comprehensive school-based programs have been developed and implemented. With increased accountability for academic results under the Elementary and Secondary School Act (ESEA) and subsequent regulations, school counselors—who represent the majority of student support professionals in schools—have seen their responsibilities shift away from the overall personal, social, emotional, and academic and career development of each student toward an academic achievement-only focus, creating a rapidly widening gap in support services. During the 2010–2011 school year there was one school counselor for every 471 students. The recommended ratio from the American School Counseling Association is one school counselor for every 250 students. Data from the US Department of Education Office for Civil Rights indicates that one in five high schools lack a school counselor. In addition to a shortage of counselors, many schools do not have regular access to school-based mental health professionals. Within a district, numerous schools must share school psychologists, school social workers, school nurses, and other specialized support personnel. This increases the caseload of these mental health professionals and limits access to their services for students in need of support and assistance.
  • Disinvestment in school-based mental health programs. While the Individuals with Disabilities Act (IDEA) and the Elementary and Secondary School Act (ESEA) include programs and initiatives to address comprehensive support services in schools, since FY 2009, the funding for these programs, including the Safe and Drug Free State Grants, has been severely cut, if not eliminated. This comes at a time of increasing student enrollments and the need for services that address the social-emotional wellness and mental health of students. In FY 2009, the complement of federal programs supporting students’ mental health and wellness surpassed $800 million, however in FY 2014, Congress invested only $214.6 million to support these efforts.
  • Stigma surrounding mental health issues. For historical and cultural reasons, mental illness has persistently been stigmatized in our society. This stigma is manifested by bias, distrust, stereotyping, fear, embarrassment, anger, and/or avoidance. Addressing psychosocial and mental health concerns in schools is typically not assigned a high priority, except when a high-visibility event occurs, such as a shooting on campus, a student suicide, or an increase in bullying. Additionally, efforts to address school-based services for mental health continue to be developed in an ad hoc, piecemeal, and highly marginalized way.

These challenges underscore the need for comprehensive mental health support services and prevention programs to build the capacity of schools as they help each student reach his or her maximum potential.

Guiding Principles

NASSP believes, and recent research has confirmed, that school leadership affects student achievement (second only to instruction, particularly for at-risk students). Principals and assistant principals play a critical role in leading schools’ efforts to serve each student—particularly those who are at risk. 

Breaking Ranks: The Comprehensive Framework for School Improvement™ provides school leaders with recommendations for raising awareness of mental health issues in their schools and strategies to help students facing them.

NASSP is committed to the concept of providing all students with equitable educational opportunities and access to school and community-based support services.

NASSP believes focused efforts at the local, state, and federal levels to secure funding for resources to support and sustain mental health programs will address the issue at hand.

Recommendations

Federal and state policymakers

  • Federal and state governments must provide financial support to enable local communities to implement a comprehensive culturally and linguistically appropriate school-based mental health program that supports and fosters the health and development of students.
  • Federal and state governments should encourage local communities to focus on schools as the hub for delivery of mental and other health and social services.
  • The federal government should give states and local communities the ability to combine federal and state funding from separate agencies to address mental health and school safety issues at the local level.
  • Federal and state governments must provide funding to enable schools to lower the counselor-to-student ratio to levels recommended by the American School Counselor Association in support of providing counselors greater opportunity to support students on mental health issues they face (as well as academic issues).
  • Federal and state policymakers should assist schools in recruiting and retaining school counselors, school social workers, school psychologists, and mental health specialists to support school-based interventions and the coordination of mental health and wellness services.

State and local policymakers

  • States and local governments should facilitate community partnerships among families, students, law enforcement agencies, education systems, mental health and substance abuse service systems, family-based mental health service systems, government agencies, health care service systems, and other community-based systems. State-funded school-based wellness centers would provide students with a comprehensive health support system that would include mental health services.
  • State and local policymakers should provide funding to support the hiring of mental health specialists to serve students and schools. 

School districts

With appropriate funding and support, districts should provide principals, teachers, school counselors, school social workers, school psychologists, and mental health specialists with appropriate professional development to build their capacity to support comprehensive school-based interventions and coordinate mental health and wellness services.
 
With appropriate funding and support, superintendents and school boards should promote comprehensive school-based mental health programs that address:

  • The promotion of the social, emotional, and behavioral health of all students in an environment that is conducive to learning
  • The reduction in the likelihood of at-risk students developing social, emotional, or behavioral health problems
  • The treatment or referral for treatment of students with existing social, emotional, or behavioral health problems
  • The early identification of social, emotional, or behavioral problems and the provision of early intervention services
  • The development and implementation of programs to assist children in dealing with violence.

School leaders

With appropriate funding and support, school leaders should offer comprehensive professional development for teachers, other staff members, and school and community service personnel working in schools, including training in:

  • The techniques and supports needed to identify early on students with, or at risk of, mental illness
  • The use of referral mechanisms that effectively link such students to treatment and intervention services in the school and in the community
  • Strategies that promote a schoolwide positive environment
  • School system organization, operations, and functioning
  • Models for school-based collaboration, coordination, and consultation.

School leaders should promote mental health in their schools by:

  • Creating a safe, caring environment characterized by adult-student interactions that convey high expectations, support, and mutual respect
  • Modeling and promoting positive interpersonal and professional relationships among teachers, staff, and students
  • Encouraging quality sustained involvement and engagement of parents and community members in the school
  • Partnering with students’ families in fostering the social, academic, and intellectual success of each student
  • Cultivating student self-discipline and respect for others
  • Providing an adult advocate to advise and individualize the educational and school experience for each student
  • Coordinating with community agencies for the delivery of social, physical, and mental health services to meet the needs of students and their families
  • Implementing scheduling and student grouping practices that are flexible, meet each student’s needs, and ensure successful academic growth and personal development
  • Banishing anonymity through structures such as small learning communities, teams, and advisory programs
  • Advocating and modeling a set of core values essential in a democratic and civil society.

References

American School Counselor Association (2013). Student-to-School Counselor Ratio 2010-2011. Retrieved from: http://schoolcounselor.org/asca/media/asca/home/Ratios10-11.pdf

American School Counselor Association. The Role of the Professional School Counselor. Retrieved from: http://www.schoolcounselor.org/asca/media/asca/home/RoleStatement.pdf

Committee for Education Funding (2014). FY 2015 Budget Response. Retrieved from http://www.cef.org

Cowan, K. C., Vaillancourt, K., Rossen, E., & Pollitt, K. (2013). A framework for safe and successful schools [Brief]. Retrieved from National Association of School Psychologists website: www.nasponline.org/resources/framework-safe-and-successful-schools.aspx

National Association of Secondary School Principals (2011). Breaking Ranks: The Comprehensive Framework for School Improvement.

National Association of School Psychologists (2011). School-Based Mental Health Services: Essential to Learning and Achievement. 

US Department of Education Office for Civil Rights (2014). Civil Rights Data Collection: Teacher Equity.  Retrieved from: http://ocrdata.ed.gov/Downloads/CRDC-Teacher-Equity-Snapshot.pdf