FOR HIGH SCHOOL STUDENTS

MENTAL
HEALTH
TOOLKIT
Christine Allen

Mikalina Franco

Itzel Mendez Hernandez

Juan Moreno

Christopher Ordonez

Kendra Ostrovsky

Shyemaa Shehata

Lydia Yun
TABLE OF
CONTENTS
Mental Health Toolkit
Mental health ..............................................................1
Positive Psychology & Wellness..................................2
Common Diagnoses & Concerns .................................6
Cultural Diversity Factors & Implications..................10
Red Flags & Risk Factors............................................12
Statistics ...................................................................14
Systems Approach to Mental Health .........................16
School & Mental Health .............................................17
School Staff Support & Their Roles ...........................19
Legal & Ethical Issues................................................21
School Policy for Mental Health................................23
Multi-tiered approach ..............................................25
Screening..............................................................26

Tier 1 & Progress monitoring ...................................28

Tier 2 ...................................................................29

Tier 3 ....................................................................29

Checklist & Tools ......................................................30

FAQ ...........................................................................33
Resources..................................................................34
 Page | 1

WHAT IS MENTAL HEALTH?

Me ntal hea lth include s our emo tions, mind , a nd r elat ionsh ips with others . It’s

disp layed i n how WE THINK, FEEL, AND ACT.

It help s us dete rmine h ow we hand le str ess, relat e to othe rs, a nd make choice s.

Me ntal hea lth is impo rtant in e very stag e of life; fr om ch ild, to teen, al l the w ay

throu gh beco ming an adult [ 1]. Men tal h ealt h pr oble ms ar e co mmon, b ut no t

ever yone is d iagnose d with a ment al illn ess [ 2].

YOU CAN EXPERIENCE CHALLENGES IN UNIQUE WAYS.

Som e have trouble doing th in gs they like or n eed t o d o be caus e of ho w the y

feel --like going to scho ol, work o r ha ngin g out wit h fri ends ; som e may be

feel in g dow n or upse t for long peri ods of t ime [ 3].

Remember that everyone goes through tough times, and no matter how long it’s
been occupying your mind, it’s important to talk to someone about it like your
parents/guardian, counselors, or family doctor.

Resources to Improve Mental Health:

Video on how we can Break the Stigma on mental health.
Manage your thoughts! Watch "You are not your thoughts".
Let go of Stress. Watch Mindfulness Exercise by Headspace .

The Buddy Project is Non-profit aiming to prevent suicide.

Follow on Instagram, Facebook, & Twitter:

@letstalkeaboutmentalhealth, @project1in4, @buddyproject,

@breakyostigma.

Click here for video!

If you or someone you know has a mental illness or has concerns about their mental health,
there are ways to find help and guidance [4] . For immediate help in a crisis you can contact:

Call 911 if you or someone you know National Suicide Prevention Lifeline

is in immediate danger or go to the Crisis Text Line

nearest emergency room. Disaster Distress Helpline

[1] Mental Health. (2020). What is mental Health. Retrieved from https://www.mentalhealth.gov/basics/what-is-mental-health
[2] Centers for Disease Control and Prevention. (2018). Learn About Mental Health. Retrieved from https://www.cdc.gov/mentalhealth/learn/index.htm
[3] Mental Health. (2020). Talk About Mental Health. Retrieved from https://www.mentalhealth.gov/talk
[4] National Institution of Mental Health. (2020). Help for Mental Health. Retrieved from https://www.nimh.nih.gov/health/find-help/index.shtml
 Page | 2

POSITIVE PSYCHOLOGY
Positive psychology is the scientific study of what makes life most worth

living [1]. Simply put, positive psychology is the study of happiness. This

relatively new branch of psychology studies human thoughts, feelings,

and behavior, with a focus on strengths instead of weaknesses, and

building the good in life instead of repairing the bad [1].

You may have an idea of what a traditional psychologist does in a

therapy session. A traditional therapy session most likely consists of you

being asked personal questions by a therapist, the therapist provides his

advice on what is wrong with you, and the therapist works with you and

your family to fix the problem. This is where positive psychology differs

from traditional psychology. Positive psychology tends to focus on what

is right in your life rather than try to fix what is wrong. There are also

many positive psychology exercises you can practice at home, by

yourself or with an adult.

LET'S PRACTICE SOME POSITIVE

PSYCHOLOGY EXERCISES!

Gratitude Journal:
Write down three things that you are grateful for

a couple times a week. At the end of the week

review with an adult and reflect on the positive

things that are present in your life.

Random Acts of Kindness:

Perform one act of kindness for someone else on a given

day and write these actions down in a journal. At the end

of the week, reflect on how others reacted to your act of

kindness and how it made you feel. You can also talk

about this with a trusted adult such as a parent, teacher,

or a coach.

[1] Peterson, C. (2008, May 16). What Is Positive Psychology, and What Is It Not? Retrieved November 20, 2020, from

https://www.psychologytoday.com/us/blog/the-good-life/200805/what-is-positive-psychology-and-what-is-it-not
 Page | 3
The Strengths List:
We all have our own unique and personal strengths!

Create a list that highlights your strengths. Your strengths

can start with phrases like: “I think I am really good at…”,

“Others think I am great at…”, “I really admire myself

for…” ch.
The Goal Chart:
Create a chart that lists your short-term and long-term

goals. These goals don’t have to be difficult to obtain but

they can be. Keeping track of your goals and providing an

opportunity to check off goals when they are met can

lead to satisfaction and can contribute to overall

happiness.

WELLNESS
When we hear the term wellness, our minds may automatically jump to thoughts of

exercise and nutrition, but wellness includes more than just those aspects of a

person's health. Wellness includes our overall state of well-being and although this

includes nutrition and physical activity, this also includes other dimensions of health.

In fact, Wellness is a multidimensional topic that can include the following

dimensions of health [2]:

Physical Health
Includes previously mentioned topics such as moving our bodies

(exercise) every day and eating well-balanced meals (nutrition) as

often as possible. Maintaining a healthy amount of sleep every night

and understanding how to manage stress are also equally important.

Parents and other caregivers can help us maintain our physical

health by ensuring that we receive medical and dental care when

needed [2].

Mental Health
This involves how we think, feel, and act. It includes our psychological,

social, and emotional well-being. This dimensions of health is equally

important for children, adolescents, and adults. This health is

especially important because it helps us respond to stress, relate to

others, and live healthier and happier lives [2].

Spiritual Health
While this will look different from person to person, typically this

refers to a person's sense of overall purpose in life. Some people

find their purpose through a belief or faith system and others

create their own sense of purpose. Regardless of where this

purpose comes from, many people find having a sense of purpose

helps them to overcome life's adversity and provides them a unique

perspective on life [2].

[2] What is Wellness? (2019, May 14). Retrieved November 20, 2020, from https://globalwellnessinstitute.org/what-is-

wellness/
 Emotional Health
This is highly interconnected with other dimensions of health
Page | 4
such as mental health and social health, but it simply refers to

one's ability to be aware of and accepting of their own

emotional state. Beside having this awareness of one's own

feelings, this health also includes one's ability to express and

communicate their emotions in a healthy and respectful way [2].

Environmental Health
Our environment (community, school, home, etc) can greatly influence

all the other dimensions of health such as one's physical health and

mental health. A healthy environment means that it is free of anything

that may present itself as a danger to our well-being [2].

Social Health
Refers to our ability to make and maintain meaningful relationships

with others. Having this strong social network with friends, family,

school staff, and others serves as an important system of support

when we are faced with adversity in life. This social network can

include friends, family, school staff, coaches, and many other

supportive people in our lives [2].

As you can see, there are many dimensions of health that are included in one's

overall state of well-being. Each dimension of health is connected to each other in a

unique way. For us to be as healthy, happy, and successful students as possible, we

have to regularly be aware of our overall state of wellness. This awareness is

important because all these dimensions of well-being affect one another and in turn

affect how we feel, think, and act [2].

Find out where your state of wellness is by creating your own wellness wheel [3].
htlaeH laicoS

ht
S
ip

la
ir

eH
t
au

la
l

tn
eH

em
a

no
tl h

ri
vn

Mental Health Financial Health

E
cO
uc

th
ap
htlaeH lautcelletnI

al
htlaeH lanoitomE

t
oi

He
n
lla

al
ic
H
ae

s
hy
l
ht

[2] What is Wellness? (2019, May 14). Retrieved November 20, 2020, from https://globalwellnessinstitute.org/what-is-wellness/

[3] J. (2018, October). My Wellness Wheel Activity. Retrieved 2020, from https://www.projectschoolwellness.com/wellness-

basics-the-wellness-wheel/
 Page | 5

The Wellness Wheel Model represents our overall state of well-being. Within this wheel,
there are separate slices and each slice represents a different dimension of health. The
more balanced we are in each area of health, the easier it is for the wheel to roll (thriving). If
the wheel is unbalanced, then the wheel becomes dysfunctional (surviving) [3].

Thriving Surviving

Try to identify your overall state of well-being by rating each dimension of health. To do
this, shade in each slice to the appropriate line that best matches your current level of
health.

The small ring represents a low level of health

The medium ring represents a medium level of health

The outer ring represents a high level of health

This activity helps us take a pause in our lives and take a closer look at where we might
need support from trusted adults in our lives to improve these areas of health. Some of us
may find that we may need a lot of help in certain areas or all areas. And some of us may
find that we may not need as much help as others and that is perfectly okay, but remember
that wellness is an ongoing process and practice for all of us. You may also find that there
may be times in your life where you especially need extra help and support from trusted
adults and that is also okay.

[3] J. (2018, October). My Wellness Wheel Activity. Retrieved 2020, from https://www.projectschoolwellness.com/wellness-

basics-the-wellness-wheel/
 Page | 6

COMMON DIAGNOSES
Once in a w hile, you m ay exp erience feeling s like fear or worr y. It ’s norma l to have these

feel ings someti mes. If yo u notice t hat thes e kind s o f feelin gs ar e in terfe ring with your

ab il ity to func tion at sc hool or h ome, or t hat they mak e it d ifficu lt for you to take par t in

your regula r activities , then it’s im po rtan t to talk to a n a dult tha t yo u trust abou t it. Le t’s

take a close r look at some com mon menta l he alth cond itio ns a nd concer ns that

com monly a ffect child ren and adole scent s. Th ese co ndit ion s can affe ct how stude nts

lear n, behav e, or h andle the ir emot ions [1] . The y ca n ma ke it diffi cult for students to get

throu gh the d ay.

Anxiety [2,3]
Eve ryone fe els worri ed or a fraid so metim es. B ut, when tho se wo rrie s and fe ars become

con stant and get in th e way of act iviti es at ho me, sc hoo l, or with fr iends, i t might me an

you have a nxiety. Th ere are m any d iffer ent t ype s of anxie ty d isor de rs, and a nx iety can

look differen t in childre n and a dults. Anxi ety c an l ook li ke:

Bein g worr ied abo ut the futu re or abo ut b ad thin gs h app enin g

Hav ing troub le focusi ng or an swerin g qu estio ns in clas s

Not t urning in h omewo rk or w orrying abo ut t ests, pr esent atio ns, o r group wor k

Going to the n urse a lo t becau se of p rob lems like st oma ch a ches, headac he s,

dizz iness, or fe eling like y ou can’ t br eath e

Wa nting to sta y home from sch ool

Feelin g irritab le or an gry

Bein g worr ied when you're away f rom par ents or c areg iver s

Check-In: What does worry look like for you?

Circle your worries in the lists below:

Family Friends School Other

Arguments or fights Fitting in Grades
Getting hurt

Upsetting family Making friends Presentations

Money

Family's safety Being teased Homework or tests

Appearance

Getting in trouble What to talk about Following the rules

 Page | 7

COMMON DIAGNOSES

Depression [2]
I t ’ s n o r m a l t o f e e l s a d s o m e t im e s . H o w e v e r , i f y o u s t a r t t o f i n d t h a t y o u no l o ng e r ta k e

p l e a s u r e in m a n y o f t h e a c t iv it ie s t h a t y o u u s e d t o e n j o y , o r t h a t y o u a r e f i l l e d w i th

f e e l in g s o f h o p e l e s s n e s s o r h e l p l e s s n e s s , t h e n y o u m a y b e s u f f e r i n g f r o m d e p r e s s i o n. The

f o l l o w in g a r e a l s o s ig n s t h a t y o u m a y b e d e p r e s s e d :

S l e e p in g a l o t m o r e o r a l o t l e s s t h a n u s u a l

O f t e n f e e l in g v e r y t ir e d , s l u g g is h , o r r e s t l e s s

H a v i n g d if f ic u l t y f o c u s in g

E x p e r ie n c in g f e e l in g s o f w o r t h l e s s n e s s o r g u i l t

E n g a g in g in s e l f - in j u r io u s b e h a v io r

T h o u g h t s o f s u ic i d e

How Are You Coping?

W h e n w e s t r u g g l e w it h c o n d it io n s l i k e a n x i e t y a n d d e p r e s s i o n w e na tur a l l y l o o k f o r w a y s

t o c o p e w it h t h e s e c h a l l e n g e s . S o m e t i m e s w e l e a n t o w a r d s u n h e a l thy c o p i ng s tr a te g i e s

s u c h a s a l c o h o l o r d r u g u s e in a n a t t e m p t t o m a n a g e o u r n e g a t i v e tho ug hts [ 4 ] . The s e

c o p i n g m e c h a n is m s f e e l g o o d in t h e m o m e n t , b u t c a n l e a d t o a d d i c ti o n p r o b l e m s , a s

w e l l a s a h o s t o f o t h e r n e g a t iv e l o n g - t e r m c o n s e q u e n c e s [ 5 ] . D e v e l o p i ng he a l thy

c o p i n g m e c h a n is m s c a n b e a n im p o r t a n t p a r t o f s u s t a i n e d r e c o v e r y f r o m a ny m e nta l

h e a l t h c o n d it io n . H e a l t h y c o p in g s t r a t e g i e s i n c l u d e e x e r c i s e , r e l a x a ti o n te c hni q ue s , a nd

s e e k in g s o c ia l s u p p o r t [ 4 ] . Y o u r s c h o o l m e n t a l h e a l t h e x p e r t c a n p r o v i d e y o u w i th m o r e

g u i d a n c e o n h o w t o c u l t iv a t e h e a l t h c o p i n g s t r a t e g i e s .

IF YOU ARE EXPERIENCING SUICIDAL THOUGHTS OR EMOTIONAL DISTRESS HELP IS AVAILABLE.

CALL THE NATIONAL SUICIDE PREVENTION LIFELINE AT 800-273-TALK (8255).
SUBSTANCE ABUSE TREATMENT SUPPORT IS AVAILABLE AT 1-877-SAMHSA7 (1-877-726-4727).
 Page | 8

COMMON DIAGNOSES
Eating Disorders [6]
I t i s n o r m a l t o w o r r y a b o u t y o u r a p p e a r a n c e s o m e t i m e s . B u t , w h e n tha t w o r r y i s c o ns ta nt

a n d l e a d s t o u n h e a l t h y a n d s e c r e t e a t i n g h a b i t s , i t m i g h t m e a n y o u ha v e a n e a ti ng

d i s o r d e r . T h e r e a r e d if f e r e n t t y p e s o f e a t i n g d i s o r d e r s . H e r e a r e s o m e o f the s i g ns :

C o u n t in g c a l o r ie s

S k i p p in g m e a l s

N o t w a n t in g t o e a t a r o u n d f r ie n d s o r f a m i l y

S p e n d in g m a n y h o u r s e x e r c is in g

G o i n g t o t h e b a t h r o o m a f t e r m e a l s o r s p e n d i n g a l o t o f t i m e i n t h e b a thr o o m

If you or a loved one are struggling with an eating disorder, CALL or TEXT
the National Eating Disorders Association (NEDA) hotline: (800) 931-2237

Post-traumatic Stress Disorder [7]

Y o u m a y s e e o r h e a r a b o u t a t r a u m a t i c o r s t r e s s f u l e v e n t t h a t h a p p e ne d to y o u o r a c l o s e

f a m i l y m e m b e r o r f r ie n d . T h e s e k i n d s o f e v e n t s i n c l u d e c a r a c c i d e nts , na tur a l d i s a s te r s ,

a c t s o f v io l e n c e , o r t h e d e a t h o f a f a m i l y m e m b e r . W h i l e m a n y c h i l d r e n r e c o v e r f r o m the s e

e v e n t s , if y o u a r e s t il l s t r u g g l in g a f t e r o n e m o n t h y o u m a y h a v e P T S D . Y o u m a y no ti c e :

F l a s h b a c k s , o r r e - e x p e r ie n c in g t h e e v e n t

T r y i n g t o a v o id t h in g s t h a t r e m in d y o u o f t h e t r a u m a

H a v i n g n ig h t m a r e s

D i f f ic u l t y s l e e p in g

H a v i n g c h a n g e s i n m o o d , l ik e b e in g m o r e i r r i t a b l e t h a n u s u a l

B e i n g e a s il y s t a r t l e d

Grounding techniques can be used during a traumatic flashback to help you focus on your present
surroundings and help you feel safer and calmer. The 5, 4, 3, 2, 1 technique is one you can use anywhere!

Name 5 Name 4 Name 3 Name 2 Name 1 thing

things you things you things you things you you can

can see can touch can hear can smell taste

around you around you around you around you

 Page | 9

COMMON DIAGNOSES
Behavioral Disorders
F r o m t im e t o t im e w e a l l d is a g r e e a n d g e t i n t o a r g u m e n t s w i t h t h e p e o p l e i n o ur l i v e s . I t’s

a h e a l t h y p a r t o f d e v e l o p m e n t . H o w e v e r , i f y o u f i n d t h a t a n g e r a n d i r r i ta b i l i ty ha v e

b e c o m e t h e n o r m f o r y o u , t h e n y o u m a y b e s u f f e r i n g f r o m a b e h a v i o r a l d i s o r d e r [ 8 ] . O the r

s i g n s o f t h is t y p e o f d is o r d e r in c l u d e e a s i l y l o s i n g y o u r t e m p e r a n d ha v i ng a ha r d ti m e

f o l l o w in g r u l e s p u t in p l a c e b y t h e a d u l t s i n y o u r l i f e .

D o y o u h a v e a h a r d t im e s t a y in g f o c u s e d a n d p a y i n g a t t e n t i o n i n c l a s s ? D o y o u f i nd

y o u r s e l f b e c o m in g e a s il y d is t r a c t e d w h i l e w o r k i n g o n a n a s s i g n m e n t? I f s o , y o u m a y b e

s u f f e r in g f r o m Attention-Deficit/Hyperactivity Disorder (ADHD) [ 9 ] . A D H D c a n m a k e it

v e r y c h a l l e n g in g f o r s t u d e n t s t o f in i s h a s s i g n m e n t s a n d s t a y o r g a n i z e d .

S o m e y o u t h h a v e u n w a n t e d t h o u g h t s a n d u r g e s t o p e r f o r m c e r t a i n a c ti o ns o v e r a nd o v e r

a g a i n . T h e s e t h o u g h t s a n d a c t io n s m a y o c c u r o f t e n , c o n s u m e a l o t o f ti m e a nd i nte r f e r e

w i t h d a il y a c t iv it i e s . T h is c o n d it io n i s k n o w n a s Obsessive-Compulsive Disorder (OCD)

[ 1 0 ] . A n e x a m p l e o f a n o b s e s s iv e o r c o m p u l s i v e b e h a v i o r i s c h e c k i ng the s a m e thi ng o v e r

a n d o v e r a g a in , s u c h a s m a k in g s u r e t h a t a d o o r i s l o c k e d . H a v i n g t o thi nk o r s a y the s a m e

w o r d s r e p e a t e d l y is a n o t h e r e x a m p l e o f O C D . I f y o u a r e s u f f e r i n g f r o m O C D , y o u p r o b a b l y

f i n d it h a r d t o ig n o r e y o u r o b s e s s iv e t h o u g h t s a n d c o m p u l s i v e u r g e s, w hi c h c a n b e v e r y

u p s e t t in g a n d f r u s t r a t in g .

I f y o u a r e s t r u g g l in g w it h a n y o f t h e s e c o n d i t i o n s , y o u r s c h o o l m e n t a l he a l th p r o v i d e r c a n

s u p p o r t y o u t o b u il d s k il l s t h a t w il l a l l o w y o u t o m a n a g e t h e s e c h a l l e ng e s .

I f y o u t h in k t h a t y o u m a y b e s u f f e r i n g f r o m a n y o f t h e s e c o n d i t i o n s , k no w tha t y o u’r e no t

a l o n e . U p t o 1 in 5 c h il d r e n a n d a d o l e s c e n t s e x p e r i e n c e a m e n t a l he a l th d i s o r d e r [ 1] . I t’s no t

y o u r f a u l t a n d it c a n d e v e l o p a s a r e s u l t o f a l o t o f c o m p l i c a t e d r e a s o ns tha t w e ’r e j us t

b e g i n n in g t o u n d e r s t a n d [ 1 1 ] . T a l k i n g t o a t r u s t e d a d u l t o r f r i e n d i s the f i r s t s te p to g e tti ng

t h e h e l p t h a t y o u n e e d t o t r e a t a m e n t a l h e a l t h c o n d i t i o n . T h e s o o n e r y o u r e a c h o ut f o r he l p

t h e s o o n e r y o u c a n b e g in w o r k in g t o w a r d s m e n t a l w e l l n e s s a n d r e c o v e r y .

[ 1 ] C e n t e r s f o r D i s e a s e C o n t r o l a n d P r e v e n t i o n ( C D C ) . ( 2 0 2 0 , M a r c h 3 0 ) . W h a t a r e C h i l d h o o d M e n t a l D i s o r d e r s ?. h t t p s : / / w w w . c d c . g o v / c h i l d r e n s m e n t a l h e a l t h / b a s i c s . h t m l

[ 2 ] C e n t e r s f o r D i s e a s e C o n t r o l a n d P r e v e n t i o n ( C D C ) . ( 2 0 2 0 , M a r c h 3 0 ) . A n x i e t y a n d D e p r e s s i o n i n C h i l d r e n. h t t p s : / / w w w . c d c . g o v / c h i l d r e n s m e n t a l h e a l t h / d e p r e s s i o n . h t m l # d e p r e s s i o n

[3] Child Mind Institute. (n.d.). School Anxiety in the Classroom. https://childmind.org/article/classroom-anxiety-in-children/

[ 4 ] T h e r a p i s t A i d . ( 2 0 1 8 ) . H e a l t h y v s . U n h e a l t h y C o p i n g S t r a t e g i e s . h t t p s : / / w w w . t h e r a p i s t a id . c o m / w o r k s h e e t s / h e a l t h y - u n h e a l t h y - c o p in g - s t r a t e g ie s . p d f

[ 5 ] C h i l d M i n d I n s t i t u t e . ( n . d . ) . M e n t a l H e a l t h D i s o r d e r s a n d S u b s t a n c e U s e . h t t p s : / / c h i l d m in d . o r g / a r t ic l e / m e n t a l - h e a l t h - d is o r d e r s - a n d - s u b s t a n c e - u s e /

[ 6 ] C h i l d M i n d I n s t i t u t e . ( n . d . ) . W h e n t o W o r r y a b o u t a n E a t i n g D i s o r d e r . h t t p s : / / c h i l d m i n d . o r g / a r t ic l e / w h e n - t o - w o r r y - a b o u t - a n - e a t in g - d is o r d e r /

[ 7 ] C h i l d M i n d I n s t i t u t e . ( n . d . ) . W h a t i s P T S D ?. h t t p s : / / c h i l d m i n d . o r g / a r t i c l e / w h a t - i s - p t s d /

[ 8 ] C h i l d M i n d I n s t i t u t e . ( n . d . ) . W h a t i s O p p o s i t i o n a l D e f i a n t D i s o r d e r ? . h t t p s : / / c h i l d m i n d . o r g / a r t ic l e / w h a t - is - o d d - o p p o s it io n a l - d e f ia n t - d is o r d e r /

N a t i o n a l I n s t i t u t e o f M e n t a l H e a l t h ( N I M H ) . ( 2 0 1 8 , M a r c h ) . A u t i s m S p e c t r u m D i s o r d e r. h t t p s : / / w w w . n i m h . n i h . g o v / h e a l t h / t o p i c s / a u t i s m - s p e c t r u m - d i s o r d e r s - a s d / i n d e x . s h t m l

[ 9 ] A s s o c i a t i o n f o r C h i l d r e n ’ s M e n t a l H e a l t h . ( n . d . ) . C o m m o n M e n t a l H e a l t h D i a g n o s i s i n C h il d r e n a n d Y o u t h . h t t p : / / w w w . a c m h - m i. o r g / g e t - in f o r m a t io n / c h il d r e n s - m e n t a l - h e a l t h -

101/common-diagnosis/

[ 1 0 ] C e n t e r s f o r D i s e a s e C o n t r o l a n d P r e v e n t i o n ( C D C ) . ( 2 0 2 0 , M a r c h 3 0 ) . O b s e s s i v e C o m p u l s iv e D is o r d e r s in C h il d r e n . h t t p s : / / w w w . c d c . g o v / c h il d r e n s m e n t a l h e a l t h / o c d . h t m l

[ 1 1 ] N a t i o n a l A l l i a n c e o n M e n t a l I l l n e s s ( N A M I ) . ( n . d . ) . T e e n s a n d Y o u n g A d u l t s. h t t p s : / / w w w . n a m i . o r g / Y o u r - J o u r n e y / T e e n s - Y o u n g - A d u l t s
 Page | 10

CULTURAL DIVERSITY
Cultural Barriers to
Importance of Understanding Mental Health Care [2]
Cultural Diversity Y o u m a y e x p e r ie n c e s o m e c u l t u r a l b a r r i e r s t h a t
Your c u l t u r a l b a c k g r o u n d a n d u p b r in g in g
m a k e it m o r e d if f ic u l t f o r y o u t o r e c e i v e m e n t a l
c a n h a v e w id e r a n g in g im p a c t s o n y o u r
health care such as:
w o r l d v ie w s , a n d c a n a l s o a f f e c t t h e w a y
Distrust and fear of treatment
y o u t h in k a b o u t y o u r mental health and
D i f f e r e n t p e r c e p t io n s o f il l n e s s a n d h e a l t h
p o s s ib l e s y m p t o m s . C u l t u r a l d if f e r e n c e s
L a n g u a g e b a r r ie r s a n d in e f f e c t iv e
c a n in f l u e n c e w h a t t y p e s o f t r e a t m e n t s ,
c o m m u n ic a t io n
s u p p o r t s , a n d c o p in g m e c h a n is m s w o r k f o r
A c c e s s b a r r ie r s ( e . g . , p o o r in s u r a n c e c o v e r a g e )
y o u . A w a r e n e s s o f t h e s e d if f e r e n c e s i s
L a c k o f d iv e r s it y in t h e m e n t a l h e a l t h s t a f f
c r u c ia l t o p r o v id e a p p r o p r ia t e m e n t a l
Don't worry there are some steps you and your
h e a l t h c a r e t o e a c h in d iv id u a l [ 1 ] .
school can take!

Mental Health Differences Across Cultures [2]

Some Asian groups have

demonstrated a Minorities tend
preference to have more
to avoid expressing chronic physical
personal distress illnesses

Racial and ethnic Minorities may

minorities often feel distrust
are less likely than
towards the mental
whites to seek
Some African American groups health system
treatment
have demonstrated a preference
for dealing with their
personal problems and
distresses on their own
[1] National Alliance on Mental Health (NAMI). Identity and Cultural Dimensions.https://www.nami.org/Your-Journey/Identity-and-Cultural-Dimensions
[2] The Public Health Advocate, Berkeley Public Health. (2017, April 16). Cultural Influence on Mental Health.https://pha.berkeley.edu/2017/04/16/cultural-influences-on-mental-health/
 Page | 11

CULTURAL DIVERSITY
How Can Your Culture Influence Your Mental Health? [3]
S h a m e a n d s t ig m a a r o u n d m e n t a l i l l n e s s

How you seek help Stop and Think...

H o w y o u v ie w a n d c o p e w it h m e n t a l i l l n e s s
In what way(s) has your
C o m m u n ic a t io n a n d l a n g u a g e
c u l t u r e h a d a n im p a c t o n
E x p e r ie n c e o f s y m p t o m s
how you handle your mental

health?

Help Your Mental Health Professional Understand Your

Culture [3]
You can talk to them about:

The language you Your cultural values Ways your parents Obstacles that limit
speak at home and and religious beliefs reward and discipline access to mental
school you health care

Ask Yourself...
W h a t d o I k n o w a b o u t m y f a m il y a n d w h a t h a v e m y e x p e r i e n c e s

been?

What Can Your Mental Health Professional Do? [3]

Provide translation Hire diverse staff that Recognize unfair Provide support and
and interpretation represent you thoughts they may have information to school
services about your culture staff and your parents

[3] American Academy of Child and Adolescent Psychiatry. (2020). Diversity and Culture in Child Mental Health Care. Retrieved from
https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Diversity_and_Culture_in_Child_Mental_Health_Care-118.aspx
 Page | 12
RED FLAGS
How a person’s body feels can provide them with a lot of insight and clues into their overall

state of well-being. When a person’s body experiences physical symptoms like a runny nose or

a cough, these symptoms act like a huge red flag that something is wrong. These physical

symptoms are the body’s way of telling that person that something is wrong and that they may

have a flu or another physical illness. Typically, whenever a person experiences any of these

physical symptoms, it is a reminder that they should go to a doctor who can give them

medicine for their illness.

Just as the body creates these physical symptoms that act as red flags to let that person know

their physical health needs help, our mental health works in a similar way! Sometimes we may

feel, think, or behave a certain way and this can act as a red flag that our mental health

needs some help.

Although there are many red flags that a person may notice, here are some red flags that can

let a person know that it may be time to get help from a trusted adult, counselor, or other

mental health professionals [1]:

Excessive fear Feeling excessively Experiencing trouble

or worrying sad or low concentrating, thinking, or
learning

Extreme mood changes Feeling irritable or Dramatic changes in eating

angry for longer than habits (ex: increased hunger,
usual lack of appetite)

Dramatic changes in Having thoughts of Feeling excessive tired

sleeping habits suicide or self-harm or low energy

[1] “Warning Signs and Symptoms.” NAMI, www.nami.org/About-Mental-Illness/Warning-Signs-and-Symptoms.

 Page | 13

School life, family life, and one’s own social life can all be very rewarding but challenging aspects of a
student’s life. Some students may look at this list of red flags and be able to easily identify several of
these red flags occurring in their lives. For some students, there are certain aspects of their life that can
make it easier to experience these issues. These certain life aspects are called risk factors. Risk factors
increase the chance of mental health issues. It is important to know that risk factors don't guarantee
mental illness, but they do increase the likelihood of experiencing mental health problems.

RISK FACTORS

There are lots of factors that determine the outcomes of mental health. Some of the risk factors include:

Genetics - It is important to know your family’s history of mental illness. A family history of mental illness may
increase your risk for developing a mental illness.

Stress - Factors that can contribute to stress during adolescence include peer pressure, exploring sexual
identity, and increased access to and use of technology [2].

Trauma - Traumatic events such as physical, emotional or sexual abuse, neglect, witnessing or being the victim
of violence, or surviving a natural disaster can all negatively impact your mental health [3].

Identity issues - Adolescents who are questioning their gender identity or sexual orientation may be at a
higher risk for anxiety and depression, especially if they don’t have their family’s support or support in the

community [3].

Socioeconomic status (SES) - Socioeconomic problems are recognized risks to mental health. Some
adolescents are at greater risk of mental health conditions due to their living conditions or lack of access to

quality support and services [2].

*It is possible for a person to experience more than one of these risk factors at a time. Experiencing multiple risk

factors increases the chances of mental health issues.*

*Many of these risk factors are circumstances that you cannot control, such as genetics and SES, but prioritizing

your mental health and seeking help from trusted adults at school (school counselors, school psychologists,

teachers, etc.) are things that YOU CAN control.*

[2] https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health

[3]https://centerforliving.org/blog/adolescent-mental-health-treatment-risk-factors/
 Page | 14

STATISTICS
Why it is important to address mental health early?

Research shows that mental illnesses are very common in the United States, affecting tens of millions of

people each year. Estimates suggest that only half of people with mental illnesses receive treatment.

YOU ARE NOT ALONE

National Alliance on Mental Illness: Mental Health by Numbers

Why are statistics important for mental health?

Statistics show how mental illness can become far more serious to your health if not treated. Some
effects may appear later in life when looking for work, going to school, and/or facing the judicial system.

Remember, you are not alone and there are services available to help you address any mental health

needs or concerns; no matter how mild or severe.

When looking at statistics, common terms like "prevalence" or "comorbidity" is used to describe the

information reserchers find: So what do they mean...?

"Prevalence" refers to the number of cases "Comorbidity" means more than one
of a disease that are present in a particular illness or disease occurring in one

population at a given time. person at the same time

Statistics: Specific mental health disorders

Knowledge is power! Take a look at other mental health disorders and see who it affects, what the current
findings are, and how best to improve those numbers by getting help & support you need.

Attention-Deficit/Hyperactivity Disorder (ADHD) Autism Spectrum Disorder (ASD)

Bipolar Disorder Eating Disorder

Major Depression Post-Traumatic Stress Disorder (PTSD)

Anxiety Disorder

National Alliance on Mental Illness. (2019). Mental Health By The Numbers. Retrieved from https://www.nami.org/mhstats
 Page | 15

MORE STATISTICS
It’s Okay to Talk About Suicide
Suicide is the 2nd leading cause of death among people aged 10-34

in the U.S.

Suicide is the 10th leading cause of death in the U.S.

The overall suicide rate in the U.S. has increased by 31% since 2001

46% of people who die by suicide had a diagnosed mental health

conditionLesbian, gay and bisexual youth are 4x more likely to attempt

suicide than straight youth

Annual prevalence of serious thoughts of suicide, by U.S. demographic

group:

4.3% of all adults

11.0% of young adults aged 18-25

17.2% of high school students

47.7% of lesbian, gay, and bisexual high school students

If you or someone you know is in an emergency, call

The National Suicide Prevention Lifeline

at 800-273-TALK (8255) or call 911 immediately.

Talk to:
"Can I talk to Parents/

you? I have a Guardian

lot on my
Teacher

Counselor

mind." School Staff

National Alliance on Mental Illness. (2019). Mental

Health By The Numbers. Retrieved from

https://www.nami.org/mhstats
 A SYSTEMS APPROACH TO MENTAL
HEALTH [1]
The systems approach to mental health looks at how the world

around you affects your mental health and psychological

development. There are several different "layers" to consider.

Individual
This is you! We look at the unique characteristics that make you,
you!

For example: How old are you? What is your race/ethnicity? Your
culture?
Microsystem
This microsystem is the system that is closest to you. It includes
the places and people you have direct contact with such as
your parents, teachers, school, and home.

Mesosystem
The mesosystem looks at how your different microsystems
interact with each other. You may have seen this in action if you
have attended back to-school-night with your parents. Your
teachers (one microsystem) communicate with your parents
(another microsystem) about what the new school year will
entail.
Ecosystem
The mesosystem looks at how your different microsystems interact with each other. You may have seen this in
action if you have attended back to-school-night with your parents. Your teachers (one microsystem) communicate
with your parents (another microsystem) about what the new school year will entail.

Exosystem
The exosystem refers to the different settings and people that do not actively involve you but still affect you. Some
examples include your parent’s workplace, the media, extended family, and your neighborhood.

Macrosystem
The macrosystem is the system that is furthest
What systems do you see in your life?
away from you. It includes cultural values, attitudes,
customs, and laws.

Why do we use the systems approach, anyway?

When considering a person’s mental health, it is important to look at ALL aspects of a person’s life. As the systems level approach
illustrates, there are many factors that play a role in contributing to a person’s life and world.These varying factors can greatly affect
one’s mental health and their perceptions of themselves and the environments surrounding them. When one aspect of the system
is failing, or is experiencing turbulence, it can negatively impact other systems, or the person’s health/mental health as a whole. This
type of approach is important in considering a person’s mental health because it takes into account the “whole person,” thus
ensuring all aspects of one’s life is considered.

[1] Paquette, D. & Ryan, J. (n. d.) Bronfenbrenner’s Ecological Systems Theory. National-Louis University. Retrieved from
https://professorcarlson.net/c4dcourse/module_2/m2_unit3/m2_u3_oldreadings/ecological_systems_theory2.pdf
 Page | 17

SCHOOLS & MENTAL HEALTH

Why Should Schools Support Mental Health? [1]
T a k e a m in u t e t o t h in k a b o u t h o w m a n y h o u r s a d a y d o y o u s p e n d a t

school? Many students spend at least 6 hours a day at school. If you

are part of a club or team, that number might be even higher!

Schools are a great place to support mental health because almost

everyone attends and spends a lot of time at school.

W h a t a r e s o m e t h in g s y o u l e a r n a t s c h o o l ? Y o u m i g h t b e t h i n k i n g a b o ut

m a t h , r e a d in g , a n d w r it in g s k il l s . B u t ‘ e d u c a t i o n ’ i s s o m u c h m o r e t h a n

a c a d e m ic s ! S c h o o l s c a n ( a n d s h o u l d ) t e a c h y o u h o w t o p r o b l e m s o l v e ,

s e t a n d a c h ie v e g o a l s , a n d b u il d s t r o n g r e l a t i o n s h i p s w i t h f r i e n d s a nd

adults [2]. Schools should support mental health because mental

h e a l t h is a n im p o r t a n t p a r t o f e d u c a t i o n .

School Climate
Y o u r s c h o o l p l a y s a n im p o r t a n t r o l e i n p r o m o t i n g m e n t a l w e l l n e s s i n a l l

s t u d e n t s . T h is in c l u d e s id e n t if y in g a n d h e l p i n g s t u d e n t s w h o a r e s t rug g l i ng

w i t h m e n t a l h e a l t h c h a l l e n g e s , a n d a l s o s u p p o r t i n g a l l s t u d e n t s t o he l p

prevent those problems from developing in the first place. Your school can

c o n t r ib u t e t o y o u r m e n t a l w e l l n e s s b y p r o m o t i n g a p o s i t i v e s c h o o l c l i m a te

a n d s c h o o l c u l t u r e . S c h o o l c l im a t e r e f e r s t o h o w y o u f e e l w h e n y o u ’r e a t

s c h o o l , a n d h o w t h a t a f f e c t s b o t h y o u r a c a d e m i c s u c c e s s a n d m e n ta l

wellness [3]. School culture describes what is important to a school

c o m m u n it y , a n d h o w p e o p l e t r e a t e a c h o t h e r . A s k y o u r s e l f t h e s e q ue s ti o ns

t o d e t e r m in e if y o u r s c h o o l h a s a p o s i t i v e s c h o o l c l i m a t e a n d c u l t u re [ 3 ] :

D o y o u l ik e c o m in g t o s c h o o l ?

W h e n y o u ’ r e a t s c h o o l , d o e s it f e e l l i k e a w e l c o m i n g p l a c e w h e r e t he

a d u l t s c a r e a b o u t y o u a s a n in d iv id u a l ?

D o y o u f e e l r e s p e c t e d a n d in c l u d e d a t s c h o o l ?

Do you feel connected to others?

D o y o u f e e l s a f e a t s c h o o l ? S a f e t y r e f e r s t o b e i n g b o t h p h y s i c a l l y a nd

e m o t io n a l l y s a f e . B e in g s a f e m e a n s h a v i n g t h e f r e e d o m t o e x p r e s s

y o u r s e l f w it h o u t w o r r y in g t h a t y o u w i l l b e h a r a s s e d o r b u l l i e d . I t a l so

m e a n s f e e l in g c o n f id e n t t h a t y o u c a n g o t o s c h o o l w i t h o u t f e a r o f b e i ng

h u r t in a n y w a y .
 Page | 18

SCHOOLS & MENTAL HEALTH

Scho ols that support mental wellnes s als o ma ke su re th at every stude nt know s w ho they can talk

to a t school w hen they are stru ggling wit h a prob lem, includ ing a m ental he alth c ha lle nge [ 3].

They also ha ve the re sources to supp ort stud ents expe rienc ing t hese chall enge s.

Your everyday actions and choices can contribute to cultivating a positive

school climate!

Embrace diversity and practice inclusion [4]- ap proach

stude nts and staff fro m other races, cult ures, lan guage

ba ckground s, and sexual or ientatio ns w ith empa thy, ope nnes s

and curiosity. When ne w stude nts joi n yo ur c lass, inclu ding

Engli sh Langua ge Lea rners an d stud ents with dis abi lities, find

wa ys to w elcome a nd includ e them in s choo l act iviti es.

Be an Upstander [5] - If yo u witness or know a fellow stude nt

who is being bullied, b ecome an ally to that stu dent. Sp eak out

and take a ction to he lp stop bullyin g.

Speak up - If yo u are co ncerned abou t safety , inclu sion , or

resp ect at yo ur schoo l then ta lk to a trus ted adu lt a bou t it.

[1 ] N ASP . ( 20 16) . S cho ol- Ba sed M en ta l He alth S ervic es : Im pro vin g St ude nt Le ar nin g and W ell -Be in g.

h ttp s:// ww w .n asp on lin e.o rg/ res our ces -an d-p ubl ic ati ons /r es our ce s-a nd -po dc as ts/ m ent a l-h ea lth/ sc ho ol- ps ych ol og y-

an d- me nta l-h ea lth /sc ho ol- bas ed- me nta l-he alt h- ser vi ce s

[2 ] C AS EL . (2 02 0 ). W ha t is SE L?. htt ps:/ /c ase l.o rg /w ha t-is -sel/

[3 ] F ert ma n, C. I., De lg ado , M . M ., & T aras ev ich , S. L . ( 201 4). Pr om ot ing ch ild an d a do les cen t m ent al h eal th. Jon es &

B artl ett Pu blis he rs.

[4 ] I DR A. (20 16 ). Po sit ive Sc ho ol Cl ima tes an d D ive rse Pop ula tio ns . h ttp s:// ww w .id ra. org /r eso urc e-c ent er/ pos iti ve -

sc ho ol- clim at es -di ver se- pop ula tio ns/

[5 ] T og eth er Ag ain st Bu llyin g. (20 20 ). B eco m ing an Up st and er. htt ps:/ /w w w.t og et he rag ains tbu llyin g.o rg /ta b/c ha ng ing -

be ha vio r/b ec om in g-a n- ups tan der /

 Page | 19

YOUR SUPPORT SYSTEM AT SCHOOL!

At your school, there are several school staff who work hard together to ensure
that every student feels supported, safe, and welcomed in the school.

Each school staff has their own set of knowledge and skills that allows them to
provide students with special method of support at school. Whether that
individual is a principal, school counselor, teacher, school psychologist, or a
coach, they can all help provide a unique type of student support.

Therefore, it can be very helpful to learn exactly what these staff do and how
they can support your overall well-being and student development.

Below is an in-depth look at the roles of various school staff.

Principals
Establish a school leadership team that includes school staff such as (vice principals, teachers,
school resource safety officers ,etc.) [1].
Implement a school-wide approach that emphasizes mental health services along with academic
instruction and learning [1].
Support student mental health through the implementation of social-emotional learning
programs which help you recognize and manage your emotions, develop care and concern for
others, make responsible decisions, and create positive relationships [2].
Work with district leadership to explore resources that are currently available.
Connect with community mental health partners to create a stronger network of support [2].
Ensure school staff and community partners have the appropriate training, education, and
resources to address mental health concerns (crisis prevention, preparedness, and response) [1].

act as a primary resource in mental health awareness and support for

students and other staff.
School Counselors
support the overall academic, social-emotional, and college and career
development of students through the Multi-Tiered System of Support [3].
provide intervention services for those who need more individual and
personal support (i.e., short-term counseling, crisis intervention, group
counseling, etc).
educate students, staff, and family on mental health and other relevant
topics.
connect students and families to outside resources and organizations.

[1] Cowan, K. C., Vaillancourt, K., Rossen, E., & Pollitt, K. (2013). A framework for safe and successful schools
[Brief]. Bethesda, MD: National Association of School Psychologists.
[2] Harper, A. (2018, October 29). How can principals bring more attention, resources to student mental health? Retrieved fromwww.educationdive.com/news/how-can-principals-bring-more-attention-resources-to-student-mental-health/540813/
f[3] Orange County Department of Education. Connecting the Dots: The School Counselor Role in Student Mental Health. Retrieved from https://ocde.us/MTSS/Documents/Connecting%20the%20Dots%20-%20School%20Counselors%20and%20Mental%20Health%206-5-20%20(1).pdf
[4]Stephney, S. (2015, July 22). Roles of a Teacher in the Classroom. Retrieved November 20, 2020, from https://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1603-roles-of-a-teacher-in-the-classroom
[5]Landess, J. (n.d.). Who Are School Psychologists. Retrieved November 20, 2020, from https://www.nasponline.org/about-school-psychology/who-are-school-psychologists
 School Page | 20
Psychologists
Serve as experts in learning, mental health, and school systems which support
students' ability to succeed in school.
Collaborate with teachers, administrators, families, and community members in
order to support the overall well-being and scholastic success of students.
Perform evaluations, assessments, and analyze student data to advocate for
school-wide changes that promote student success [5].
Connect students and their families with special resources and community
service providers.

Teach educational content to students. Teachers

Create a safe and welcoming classroom environment for all students.
Serve as positive role models and mentors for their students.
Act as trusted adults that students can turn to for support
Understand how to identify red flags for instances of abuse, neglect, bullying,
etc.
Understand how to identify indicators (red flags) of abuse, neglect, bullying,
and mental health concerns [4].

While all these school staff have different roles, responsibilities, and specialized
knowledge, they all work together to ensure that all students are health, happy,
and successful. All these school staff are examples of trusted adults and systems
of support that are available for students in need.

Even though students may be most familiar and comfortable with teachers, they
should always feel free to reach out for support or to say hello. Always
remember that all these staff are here for you.

If students are ever unsure if they should talk to these other figures at school,
they can always start a conversation with a teacher to find out which school staff
can provide them with the proper support.

[1] Cowan, K. C., Vaillancourt, K., Rossen, E., & Pollitt, K. (2013). A framework for safe and successful schools

[Brief]. Bethesda, MD: National Association of School Psychologists.

[2] Harper, A. (2018, October 29). How can principals bring more a t t e n t io n , resources to student mental health? R e t r ie v e d

fromwww.educationdive.com/news/how-can-principals-bring-more-attention-resources-to-student-mental-health/540813/

[3] Orange County Department of Education. Connecting the Dots: The School Counselor Role in Student Mental Health. Retrieved from

https://ocde.us/MTSS/Documents/Connecting%20the%20Dots%20-%20School%20Counselors%20and%20Mental%20Health%206-5-20%20(1).pdf

[4]Stephney, S. (2015, July 22). Roles of a Teacher in the Classroom. R e t r ie v e d November 20, 2020, from

h t t p s : / / w w w . e d u c a t i o n . g o v . g y / w e b / i n d e x . p h p / t e a c h e r s / t i p s - f o r - t e a c h i n g / i t e m / 1 6 0 3 - r o l e s - o f - a - t e a c h e r - in - t h e - c l a s s r o o m

[ 5 ] L a n d e s s , J . ( n . d . ) . W h o A r e S c h o o l P s y c h o l o g i s t s . R e t r i e v e d N o v e m b e r 2 0 , 2 0 2 0 , f r o m h t t p s : / / w w w . n a s p o n l in e . o r g / a b o u t - s c h o o l - p s y c h o l o g y / w h o -

are-school-psychologists
 Page | 21

LEGAL & ETHICAL ISSUES

If you are receiving mental health services, you or your parents may have questions about

who has access to your educational and health records or what your counselor will share

with others. There are laws and ethical codes that protect student and family rights and

information.

How are the law and mental health related?

Laws are sets of rules that are created to protect people [1]. Laws tell us what we must do and
what we can do. What laws do you know? You may be familiar with the U.S. Constitution, which

protects things like free speech and civil rights. There are laws that are different in different states.

There are even laws about school! Here are some of the main laws that relate to mental health in

schools:

FERPA HIPAA
FERPA stands for the Family Educational HIPAA stands for the Health Insurance

Rights and Privacy Act Portability and Accountability Act

FERPA protects your educational records HIPAA protects your medical records (things

(things like grades, attendance, suspensions, like doctor/nurse visits and seeing an outside

and your address and birthday)

Your parents have the right to access your

records, and they can also control who

outside the school can access your records.

When you turn 18, those rights pass over to

you!

Teachers and other school staff can access

your records on a need-to-know basis

How are ethics and mental health related?

Ethics are also sets of rules that are created to protect people. But ethics tell us what we should
do. School psychologists, counselors, teachers, and even nurses have codes of ethics that guide

their behavior. Here are some themes in ethical codes [1]:

Respect for students, families, Responsible caring Honesty and trust

and communities

Example: Mental health Example: Counselors listen

Example: Staff create safe and providers benefit others and do without judgment and protect

welcoming schools no harm private information

What are some ways you can show respect, caring, honesty, and trust?
 Page | 22

LEGAL & ETHICAL ISSUES

What is confidentiality?

Confidentiality is a promise not to reveal private information. In counseling, confidentiality means that
the counselor will not tell anyone what you discuss during sessions. There are four important times when

the counselor does need to share information:

If you harm yourself

If you harm someone else

If someone is harming you

If you want information to be shared with someone else

Counselors sometimes need to ‘break’ confidentiality to share information because they have a duty to

protect you. They are trying to make sure that you get the support that you need. They are not trying to

get you or anyone else in trouble.

“But wait! I thought my parents had access to my

educational records! Does that mean they get to know
what I talk about during counseling?”

Yes, your parents do have a right to access your records.

Your counselor will only share general topics that you are

working on and talk about progress you are making. They

will not share details.

[ [ 1 ] J a c o b , S . , D e c k e r , D . M . , & T i m m e r m a n L u g g , E . ( 2 0 1 6 ) . E t h i c s a n d L a w f o r S c h o o l P s y c h o l o g is t s , S e v e n t h E d it io n .

John Wiley & Sons, Inc.

[2] Fertman, C. I., Delgado, M. M., & Tarasevich, S. L. (2014). Promoting child and adolescent mental health. Jones &

Bartlett Publishers.
 Page | 23

MENTAL HEALTH SCHOOL POLICY

Why it matters: [1]
1 in 5 youth have a mental health

condition, but fewer than half have their

needs addressed

The earlier a person accessess mental

health care, the more effective

interventions can be

Schools are a place where children

spend the majority of their time, making

it the ideal location to identify mental

health issues and provide supports; of

which school policy can help to

implement

Mental Health Services Act [2]

California voters passed the MHSA in

2004. This law functions to help schools In-School Policies[2]

provide mental health services to all Mental health services in CA should

students in your schools. It consists of 5 consist of a broad range of services.

main ideas: These services can vary from district to

1. Student-focused mental health system district, so if you change schools, the

2. Cultural awareness policies may look different at your new

3. Working with local communities school. But, it is outlined by MHSA that

4. Service integration the following services should be present:

5. Focus on student recovery, resilience, Academic Counseling

and wellness. Behavior Interventions

Family Counseling

Suicide Prevention

Assessments

Referrals to other systems, when

necessary

[1] National Alliance on Mental Health (NAMI). The Issue: Mental Health In Schools. https://www.nami.org/Advocacy/Policy-Priorities/Intervene-Early/Mental-Health-in-Schools

[2] California Department of Education. (February 12, 2020). Mental Health Services Act. https://www.cde.ca.gov/ls/cg/mh/cefmentalhealth.asp
 Page | 24

What Should Your Mental Health School Policy

Look Like? [3]
An effective mental health policy should:

Have a purpose and explanation of the

plan

Include the staff involved at your

school

Incorporate lessons and activities that will

teach you about mental health

Identify places or people you can go to for help at school or in your

community

Understand your and other student needs

Highlight actions that school staff should

take when you share your concerns and problems or when

the policy is violated

Engage in partnerships and communication with your parents

and local agencies that may be of support to you

Provide mental health trainings for your teachers,

principal, vice principal, and other staff

[3] Knightsmith, P. (2019). School Mental Health Policy & Guidance. Retrieved from: https://www.leicestershirehealthyschools
.org.uk/uploads/mental-health-wellbeing-policies.pdf
 Page | 25

SYSTEMS OF SUPPORT FOR

STUDENTS
MULTI-TIERED SYSTEMS OF SUPPORT (MTSS)

It might be something you may have heard at school, or from a teacher,

counselor, or parent. Terms are used interchangeably between MTSS

framework, MTSS process and/or MTSS model.

MTSS provides support for important goals that are designed to help students in

their academic growth and achievements; as well as behavior, social and

emotional needs. These tiers of support increase in intensity from one level to

the next.
 Page | 26
Screening

Students don’t always seek help when they are struggling with a

mental health problem. There are lots of reasons for this [1].

Sometimes it's because they have gotten so used to how they are

feeling, that they don’t realize that it’s possible to think and feel any

differently. Other times they just don’t know what mental health

services are available to them or how to access them. Some

students also feel embarrassed about seeking help for a mental

health concern.

One way that schools can identify and reach out to students who

may need extra mental wellness support is through the use of

screening. Screening is a type of assessment that is used to identify

students who may be at risk for a mental health concern [2]. The

screening tool usually consists of a short list of questions asking

students about their behavior, thoughts and feelings.

Screening is especially important to help schools identify

students who are struggling with quieter more invisible concerns

that may not be as obvious to the adults in their lives, such as

anxiety, depression, isolation, and suicidal ideation [3].

Some screening tools may be completed by you, and some may be

completed by your teacher or guardian. It is important that whoever

is completing the screening tool does it as honestly as possible to

make sure that schools can identify and help students who need

extra mental wellness support. The screening results can’t determine

if you have a mental health problem, but they can indicate if the

mental health experts in your school need to do more investigating

[1].
 Page | 27
Screening

The following are some questions that students often have about screening tools:

Who gets screened?”

Mental health screenings are usually given to all students in a class, grade or

school. In most cases, your parents or guardians need to provide permission

before you can be screened [2]. It is also important that you as the student

willingly agree to participate in the screening.

"How long does the screening process take?”

It usually only takes about 5-15 minutes to complete a screening tool [2].

“What are you looking for when you screen students?”

That depends on the school, the age of students, and other factors that are

specific to a school community [2]. In general, screening tools focus on

identifying students with emotional and behavioral struggles. Screening also

tries to identify strengths and support systems in a student’s life that can be

used in his or her mental wellness treatment plan [2].

“What happens afterwards? Do I get to know the results of the screening? Who
else will know the results?”
If the screening results suggest that you might be suffering from a mental health

problem, then a mental health professional at your school will follow-up with you and

your parents or guardians. This follow-up might include interviewing you and your

guardians. You may be given a more detailed assessment to help better identify your

mental health needs. Your privacy is very important. Only you, your guardians, and

anyone at the school who is involved in supporting your mental health treatment plan

will know the results of the screening [1]. It’s important that your school quickly follow

up with you if a screening identifies you as needing extra support. The earlier you are

treated for any mental health struggles, the better your long term success will be [2].

[1] Fertman, C. I., Delgado, M. M., & Tarasevich, S. L. (2014). Promoting child and adolescent mental health. Jones & Bartlett

Publishers.

[2] Substance Abuse and Mental Health Services Administration (2019). Ready, Set, Go, Review: Screening for Behavioral

Health Risk in Schools. https://www.samhsa.gov/sites/default/files/ready_set_go_review_mh_screening_in_schools_508.pdf

[3] Counseling Today. (2019, September 5). The case for universal mental health screening in schools.

https://ct.counseling.org/2019/09/the-case-for-universal-mental-health-screening-in-schools/
 Page | 28

Multi-Tiered Systems of Support

Tier 1--Universal
“Tier 1” or the “Universal Tier” is a term that refers to programs that are created as prevention-

oriented systems of support. This means that these programs are aiming to provide you

students with resources BEFORE a problem arises. You may be familiar with some of these

programs like:

Social Emotional Learning (SEL) classroom School-wide or grade-level-wide team

lessons building, leadership workshops

School-wide expectations about behavior Adolescent depression prevention or

(i.e., BRAVE, ACHIEVE) Sexual Education in health class

Coordination of school-wide awareness

events (i.e., Day of Silence)

Don’t worry, you’re not the only one! Teachers and other school staff are specifically trained

in these programs as well, but they may look a little different. For example,

Training school staff to deliver standards- Putting on Social/emotional workshops for

based curriculum/coordinating school-wide families

Social Emotional Learning (SEL) (i.e. Coordinating school-wide responsive

Second Step) services to address an emergency, disaster,

Facilitating enrichment and extracurricular or other crisis situation

opportunities

Progress Monitoring
Progress monitoring lets adults know which students might need help making progress.

This information is used to make decisions about the student’s educational plan, and

ensure student growth [1].

Why do we need it? What does this mean for me?

It helps staff to make informed decisions

If a teacher, or a school, decides to implement
on how to best help our students
student progress monitoring, your parent/guardian
Students are then able to make more
may receive a letter describing the program and how
progress
the teacher will be working with you, or it may be
Communication amongst students and
discussed at your IEP meeting.
staff improves
After that, your parent/guardian should receive

regular feedback from the teacher on how well you

are doing. This may look like a copy of the graph

itself and information on instructional changes.

[1] McLane, K. (n.d.). Student Progress Monitoring: What This Means for Your Child.
Washington, D.C.: The National Center on Student Progress Monitoring, American
Institutes for Research.
 Page | 29
MULTI-TIERED SYSTEMS OF SUPPORT (MTSS)

Tier 2--Supplemental

Small Group Interventions. Some students receive more targeted support in small groups. The

scheduling of these interventions is important. The goal is to keep students from missing any core

instruction or other Tier 1 activities that might make it harder to catch up [2]. Some of those

activities may look like:

Small Group (i.e., children of divorce, grief, Check-in/Check-out

relationships, social skills) Restorative Conversations

DREAMer and Deferred Action for Childhood Temporary living support

Arrivals (DACA) support Coordination of mentoring supports

CBITS, Bounce Back, SPARCS Step Up, Becoming A Man (BAM), ENLACE, Tee

Anger Coping, Think First Parenting Initiative)

Social Skills Peace Circles, Peer Jury, Peer School Behavioral Health Team referrals

Conference

Tier 3--Intensified

Intensive, Individualized Support. For a few students who may need a more intensive level of

support continue with Tier 1 activities; break-out groups are smaller in Tier 2, and sessions

last longer and are more specific to student’s situation in Tier 3 [2]. Some of those activities

may look like:

1-on-1 counseling Intensive, short-term, solution-focused

Crisis Team/Screening individual counseling

Referrals (i.e. Department of Children & Behavioral Health Team

Family Services (DCFS), mental health Wraparound Services

services, shelters, other community Student/family behavior conferences

services)

Behavior Support Plans

[1] Goodman-Scott, E., Betters-Bubon, J., Donohue, P. (2019). The School Counselor’s Guide to
Multi-Tiered Systems of Support. New York: Routledge
[2] https://doi.org/10.4324/9781315144467[2] https://www.understood.org/en/learning-thinking-
differences/treatments-approaches/educational-strategies/mtss-what-you-need-to-know?
_ul=1*cyl8jq*domain_userid*YW1wLUxWZkF0TE5IdEZDRE96ZVBxUmdBTXc.
 Page | 30

CHECKLIST &
TOOLS
Helpful tools to use when you
need it. Use what works for you!
 Page | 31

SELF - CARE CHECKLIST

These are some ideas of ways you can take care of yourself and nourish
your mental health. You don’t have to complete all of these activites
everyday, but you can use them as a guide to keep yourself on track.
Focus on what energizes and works for you!

GOALS M T W Th F Sa Su

Got enough sleep

Exercised

Spent time in nature

Connected with a friend

Spent less then 30 min on

social media

Ate nourishing food

Hydrated throught the day

Meditated

Wrote in my Gratitude Journal

Spent time doing something I

love
 Page | 32

MOOD TRACKER
Create a key where each color represents a different mood. Then color in each

balloon with the mood that you felt that day. At the end of the month you will have a

colorful bunch of balloons that track your mood patterns.

https://imgur.com/qEACdN2
 Page | 33

FAQ
Frequency Asked Questions
What is mental health?
Mental health includes our emotions, mind, and relationships with others. It’s displayed

in how WE THINK, FEEL, AND ACT. It helps us determine how we handle stress, relate to

others, and make choices. Mental health is important in every stage of life; from child,

to teen, all the way through becoming an adult. Mental health problems are common,

but not everyone is diagnosed with a mental illness.

I have a lot on my mind. Who should I talk to if I'm having a tough time?
It's important to speak to someone you feel safe with. This could be your

parent/guardian, your teacher, school counselor, or any staff member at your school

What are some signs I should look out for in myself and others when it comes to
mental health?
Can't eat or sleep

Can't perform daily tasks like going to school

Don't want to hang out with your friends or family

Don't want to do things you usually enjoy

Feel like you can't control your emotions and it's affecting your relationships with your

family and friends

Have low or no energy

Feel hopeless, feel numb, or like nothing matters

Can't stop thinking about certain things or memories

Feel confused, forgetful, edgy, angry, upset, worried, or scared

Smoke, drink, or use drugs

Hear voices

What will other people think if they find out I had a mental health issue?
This is a common concern for many people. There are many different views on mental

health issues and concerns, however, it has become more acceptable to talk about

mental health. Mental health issues should be treated like any other health concern

that you might have. If you have concerns, there are laws can protect you and your

privacy and where your information is not to be shared without your

consent/permission, also know as confidentiality [1].

Who can I contact if I/someone has thoughts of harming myself/themselves?

If you or someone you know is in immediate danger go to the nearest emergency room;

or call The National Suicide Prevention Lifeline at 800-273-TALK (8255) or call 911

immediately. Other resources listed:

National Suicide Prevention Lifeline

Crisis Text Line

Disaster Distress Helpline

Support on social media

[1] https://www.kidsmentalhealthinfo.com/faq/will-people-think-find-child-mental-health-issue/
 Page | 34

RESOURCES
Helpful Websites/Resources for you!

Mental Health Information:

National Alliance on Mental Health (https://www.nami.org/Home)

Infographic & Fact Sheets

Applications:

Guided meditations (UCLA Mindful):

https://www.uclahealth.org/marc/mindful-meditations

Headspace - Mindfulness App

https://www.headspace.com/

Calm - Meditation App

https://www.calm.com/

Important Contacts:

If you or someone you know is in an emergency, call

The National Suicide Prevention Lifeline
https://suicidepreventionlifeline.org/
at 800-273-TALK (8255) or call 911 immediately.

Substance Abuse Treatment Support

https://www.samhsa.gov/find-help/national-helpline
is available at 1-877-SAMHSA7 (1-877-726-4727)
This Mental Health in Schools Toolkit was produced by Chapman
University M.A. in School Counseling and Ed.S. in School
Psychology graduate students for use in schools and by the
community. It is not for commercial sale, in part or in whole.
For more information about Chapman University's M.A. in School
Counseling and Ed.S. in School Psychology programs, visit
Chapman.edu/education.