Student
mental health has been a topic of discussion among educators, legislators and
concerned citizens for some time now.
Recently, I was asked to serve on a Mental Health Task Force with
superintendents from across the state.
Our task is to make recommendations to the governor and other members of
the state board of education that will positively impact school districts as we
grapple to provide support for students with mental illness.
It's
interesting that regardless of the type of district - rural, urban, small and
large - we all essentially agree that the patchwork method of providing mental
health support is not enough. So what do
our scholars need?
The
Child Mind Institute reports that half of all mental illness occurs before the
age of 14 and 75 percent by the age of 24.
It is estimated that at least 10 million students, ages 13-18, need some
sort of professional help due to their mental health. Depression, anxiety, attention-deficit
hyperactivity disorder (ADHD), and bipolar disorder are the most common
diagnoses among children and adolescents.
Overwhelmingly, the majority of these young people do not have access to
any treatment.
These
facts highlight the urgent need for school districts to create systemic
approaches to address mental health.
Our
scholars need access to prevention and intervention services. The Mental Health Task Force recommends that
the Alabama State Department of Education fund mental health therapists for
each school system. The International
Accreditation of Counseling Services recommends staffing at a ratio of 1:1000
students. That would mean Team Selma’s
scholars would have access to 2-3 therapists within the district.
Therapists
would provide mental health first aid professional development, create appropriate
social emotional learning strategies, implement trauma-informed practices and
create greater awareness of mental health issues through curriculum and staff
training.
To
ensure that these services are connected and communicated effectively, the Task
Force also recommends funding a services coordinator for each school
district. The person in this role will
work closely with the therapist, DHR, the Alabama Department of Mental Health,
the judicial system and family members.
The coordinator will work to prevent overlap and gaps of needed
services.
Time
will tell whether or not these recommendations come to fruition. With coordinated efforts such as these, our
scholars with mental health needs will be supported. In doing so, we will increase learning time
and reduce disruptions while also making our schools safer spaces for all.
Our
scholars need this but this is only one piece of a very complex puzzle. Next week, I will explore what our teachers
and staff need.
