July 28, 2020
Regardless of whether students return to school in person or via distance learning, education leaders and policymakers across the country must equip schools to address the social, emotional, and behavioral effects of the ongoing pandemic. To address these issues, many policymakers are turning to school-based mental health services as a key strategy for supporting student wellness. Although mental health services are a critical, often underfunded element of supporting the needs of students—particularly those who are experiencing trauma—we recommend that education leaders take a comprehensive approach that goes beyond mental health services as schools reopen.
Mental health treatment is most effective when delivered within a schoolwide, coordinated approach to supporting wellness. Several clinical interventions—delivered by school mental health professionals—have been demonstrated to be effective, including programs like Cognitive Behavioral Intervention for Trauma in Schools (CBITS), which has been adapted to meet the needs of diverse student populations. However, in many cases, there are more students who need services than resources to provide them.
While mental health services are a critical resource for students—more than half of youth across the country receiving mental health treatment receive it through their schools—the reality is that fewer than half of all schools report offering mental health treatment services, and the National Association of School Psychologists notes a shortage of qualified professionals. With most school districts bracing for budget cuts, it is hard to imagine that schools currently without mental health professionals will hire large numbers of practitioners anytime soon.
While the challenges that schools face are daunting, education leaders may consider some of the following strategies to support mental health and address trauma as they prepare to reopen:
Educate all school staff about trauma and mental health.
Whether schools open in person or with some aspect of distance learning, staff will likely interact with students experiencing heightened stress and anxiety—and some experiencing symptoms of trauma. While educators should not be expected to replace trained mental health professionals, they should be aware of common causes of trauma and mental health challenges, and be able to recognize signs of distress.
Acknowledge that not all communities have experienced the pandemic in the same way.
Black, Latino, and Native American communities have been disproportionately affected by the pandemic due to the longstanding impacts of systemic racism in the health, education, housing, and justice sectors (among others). Many students and staff may also be dealing with the impact of nationwide protests sparked by the killing of Black people by law enforcement officials.
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