教育 Equity Insights Part 2: Addressing Rising Rates of Mental Health 条件

乔斯林因特网

创伤发生率升高, 焦虑, 抑郁症, 物质使用, and suicide among young people before and during COVID-19 recovery are propelling school systems nationwide to intensify efforts to tackle the problem. 美国.S. 教育部’s Region 14 Comprehensive Center (CC), 由bob手机版下载, is supporting states its serves with evidence-based strategies, 技术援助(助教), 和培训, with an emphasis on equity-related factors, 提高学生, 教育家, 和家人幸福.

“The pandemic made it abundantly clear that 学生’ mental health was suffering, impacting their over所有 well-being and learning,” says bob手机版下载 Senior Research Analyst 乔斯林因特网, M.P.A. “我们必须做些什么.”

That something is Region 14 CC’s collaborative effort between bob手机版下载 and state and local education 年龄ncies in Arkansas, 路易斯安那州, and Texas to establish critical school-based mental health supports to help 学生 thrive. 具体地说, the work involves identifying gaps in mental health services for 学生 and families with the goal of providing wraparound well-being supports in schools and communities.

“The mental health supports will improve these 学生’ 社会 and 情感 learning, forge an equitable instructional environment, and help 学生 become more successful learners,”女士说. 因特网.

除了 to increasing student access to individualized interventions or referrals to a behavioral health service provider, goals include improving student-teacher relationships; increasing positive school culture and climate; boosting student attendance; and decreasing exclusionary discipline placements, 女士说. 因特网.

最近, bob手机版下载 partnered with the 德州教育机构 (TEA) to develop a 5-year statewide mental health plan for Texas. The plan includes coordinating and implementing effective school-based mental health trainings and programs through a legislative task force and creating multiple professional learning opportunities. 除了, bob手机版下载 is working with the TEA to publish a visu所有y compelling school-based mental health 太lkit for administrators and stakeholders to aid in setting up responsive, multi-tiered systems of supports (MTSS) focused on student needs.

MTSS equips 教育家s with actionable indicators to identify 学生 requiring various levels of behavioral health support needed to be healthy, 安全, 和学习者. Tier 1 promotes mental health, learning, school connection, and positive behaviors to 所有 学生. Tier 2 is targeted to 学生 who are at risk of developing mental health issues—providing early interventions to prevent further learning difficulties. Tier 3 offers intensive mental health support for 学生 already experiencing behavioral health issues.

在路易斯安那州, bob手机版下载 is supporting local education 年龄ncies in implementing new evidence-based supplemental guidance to bolster 学生’ well-being, 比如管理一个universal, 社会, 情感, and behavioral screener to 所有 学生 and training teachers and administrators on trauma-informed practices.

Arkansas is in the early st年龄s of developing a 社会 and 情感 learning curriculum and adopting a statewide mental health network, 女士说. 因特网, adding that it plans to further build out its MTSS with a focus on the G.U.I.D.E代表人生课程.

To navigate this work across regions, Ms. 因特网 points to bob手机版下载’s capacity to coordinate the many moving pieces and deliver best practices rooted in equity principles. “协作, 太, 是我们工作的关键,”她说, referring to bob手机版下载’s robust partnerships with the state and local education 年龄ncies and the Mental Health Technology Transfer Center at the University of Texas at Austin, which is helping regional and local education 年龄ncies to expand capacity to build evidence-based mental health supports.

“这不是一项简单的工作. Successful states will be those willing to look at the root causes of escalating mental and behavioral health conditions among 学生 and determine what is needed to address them,”女士说. 因特网.

The mental health supports will improve these 学生’ 社会 and 情感 learning, forge an equitable instructional environment, and help 学生 become more successful learners.

——乔斯林·弗兰克.P.A., Senior Research Analyst, 教育 Studies

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