If the past two years have shown us nothing else, they have shown us our youth need to have access to mental health supports in school 1.  And now, they are going to get just that.

The Behavioral Health and Prevention Services department of the NWESD has joined the expanding efforts to “sustain the safe operation of schools and address the impact of the coronavirus pandemic on the Nation’s students” 2.

We thank these multiple funding streams, including the Skagit County Department of Health’s Coronavirus State and Local Fiscal Recovery Fund award, the State Education Agency (SEA) award package from the American Rescue Plan Act (ARPA), and the strategic Elementary and Secondary School Emergency Relief (ESSER) Fund investments from the Association of Educational Service Districts (AESD) Network, to name a few. The ability to provide immediate and vital mental health services and supports to districts, schools, students, and families has increased exponentially and, as we know, the need is great 3.

This funding has allowed the NWESD to hire mental health professionals to work in Island, San Juan, Skagit, Whatcom, and Snohomish counties. These are licensed, master-level clinicians who have received and completed focused training in the field of mental health. They are skilled and experienced in treating a variety of anxiety disorders, depression, suicidal ideation, self-harm issues, PTSD, and more. Inclusivity and cultural competency are key components of their work to ensure there is equity in the services provided to schools and students.

Our clinicians give dedicated time to students, usually 30-to-40-minute weekly sessions. Referrals for individual therapy come through school counselors and focus on Tier 3 students, who may not have access to treatment otherwise. Students over the age of 13 can consent to their own treatment. However, every effort is made to involve the students’ parents or caregivers.  Students under the age of 13 have their guardians come in and meet with the therapist during an initial assessment.  Arrangements are made for the guardian or caregiver to remain in contact with the therapist to review progress routinely.

Having school-based therapists on campus means students can:

  • Receive individual and group counseling
  • Learn coping skills to reduce their anxiety and improve their ability to focus
  • Improve their behaviors in the classroom
  • Improve their attendance in school
  • Improve their grades and overall ability to learn

Having a fully funded therapist on campus allows for the therapist to be flexible, to pivot to the needs of the school and their students, and to view students in their environment – not just in an office. This kind of environment encourages the building of trust and self-referral.  Self-referral is important for students because it allows them to be seen when their visible symptoms may not reflect their actual needs.

The benefits of serving students at school go beyond accessibility. It provides quick access to case management and consultation. Teachers, counselors and the therapist can work together more efficiently and comprehensively to address a student’s needs. An embedded therapist will understand the bigger picture of each student’s life and the events that are surrounding them; thus aiding the therapist to better assist the students with whom they work. Some additional advantages to having these kinds of supports on campus include improved school culture,  a reduction in the incidence of staff burnout, and overwhelmed staff.

Funding for these positions will remain in place for several years, with the intention of developing a program with foundational capacity that will provide sustainability for years to come.

1 https://namica.org/blog/impact-on-the-mental-health-of-students-during-covid-19/

2 https://oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-emergency-relief-fund/

3 https://www.doh.wa.gov/Portals/1/Documents/1600/coronavirus/821-103-BHForecastSummary-20210831.pdf