Education Week - January 21, 2015 - 32
COMMENTARY
Four Ways We Must Improve
Student Mental-Health Services
A
By Stephen E. Brock & H. Thomas Brant
s school psychologists, we found
the report by Connecticut's office of the child advocate on the
2012 shootings at Sandy Hook
Elementary School both heartbreaking and frustrating.
Heartbreaking because of
the horrible losses to so many
families. Frustrating because, although we are
not in a position to judge the report's specifics, the
identified systemic barriers to effectively meeting
children's mental health needs are all too familiar.
We are also concerned that attention to this issue is
due to extremely rare violence rather than the wellestablished needs of millions of students.
The analysis, released in November, provides an
in-depth history of the Sandy Hook perpetrator's
physical, social, and mental health from early childhood until he committed mass murder and suicide.
It also includes a review of the services and supports the 20-year-old gunman received through
schools and the community and decisions made by
his parents. While the findings are of special significance to Newtown, Conn., families and others
directly involved, their broader value is in the attention they bring to the continued challenges in our
mental-health system, a system in which schools
and communities both play critical roles. These challenges include inadequate and inconsistent access
to mental-health professionals, fractured service
delivery, poor information-sharing, and barriers to
seeking help. They are not unique to this situation,
nor are they new.
A 2013 study by the federal Centers for Disease
Control and Prevention found that 13 percent to
20 percent of American children "experience a
mental disorder in a given year." In 1999, the U.S.
surgeon general pointed to findings that one in
five youths ages 9 through 17 suffer from a mental disorder. Very, very few of these young people
become violent.
It shouldn't take a horrific tragedy for us to take
seriously the imperative to support children's mental health. Nevertheless, the Connecticut report
serves as a painful reminder that we have much to
do, and it provides an opportunity to recommit to
actually doing it.
Boiled down to its essential conclusions, the report calls for improving collaboration among schools,
community providers, and families; and promoting
more informed, effective, and sustained decisionmaking. As school psychologists, we have experience
with practical realities and what it takes to shape
systems that facilitate, rather than impede, effective service delivery. While not all-inclusive, the following recommendations provide a foundation for
meaningful improvements to school and community
mental-health services.
1. Offer a continuum of school and community mental-health supports. An increasing number of schools are providing mentalhealth services through a multi-tiered system of
supports, or MTSS. At one end of this continuum
is the universal promotion of mental health
and wellness (such as programs that promote
social-emotional learning and universal screen-
Illustration: Vanessa Solis/Education Week and iStockphoto
ing for mental-health problems). Providing
universal wellness promotion serves to mitigate
more intensive problems while at the same time
improving overall achievement. At the other end is
coordinated, individualized, and intensive schooland community-based mental-health treatment
designed for those students who develop mental
disorders.
School-employed mental-health professionals
have the expertise to provide a range of mentalhealth services (assessment, counseling, and consultation, for example) to meet the needs of most
students. However, for students with severe mental illness, it is critical to have seamless access to
community-based treatment resources.
2. Broaden access to school mental-health
supports beyond special education. Special
education services are essential for students who
have learning and emotional disabilities that
prevent them from accessing the general education curriculum. But many students who need
mental-health supports do not meet the criteria
for having a "disability."
| INSIDE |
24
32 | EDUCATION WEEK | January 21, 2015 | www.edweek.org/go/commentary
LET'S MAKE K-12 SKILLS
RELEVANT TO STUDENTS
"
When it comes
to ensuring
student success,
mental health
matters, and
educators
should be
leaders, not
bystanders, in
this effort."
24
MORE THAN POLICY:
A PRESCRIPTION FOR
HEALTHY CHARTERS
Relying solely on special education as a
mechanism to provide mental-health services limits our reach and effectiveness.
Moreover, it puts parents in the position of
believing that the only way to get their child
help is to argue for a special education placement, even if it isn't genuinely appropriate.
This isn't good for anyone.
In contrast, when schools provide mentalhealth supports within an MTSS, all students
have access to services, while special education is focused on those students with disabilities requiring intensive and specially
designed instruction.
3. Improve school-community collaboration to provide integrated and
coordinated mental-health care. Disconnects between school- and community-based
mental-health providers create some of the
biggest problems in mental-health care.
Lack of effective communication leads to
confusion, contention, fractured decisionmaking and implementation, and, as the
Connecticut report notes, missed opportunities. These disconnects are caused in
equal parts by structural differences (e.g.,
separate privacy laws regarding students
and health), use of different terminology
(e.g., "emotional disturbance" has a very
different meaning in special education
versus clinical settings), and ignorance
about (and perhaps a dismissal of) the
other's systems and processes.
The reality is that, to improve our system
of mental-health services, neither sector can
afford to go it alone. Both are necessary elements of the continuum of mental-health
care and must work in concert.
Steps toward building effective partnerships include establishing a leadership
team composed of school and community
mental-health professionals, conducting
an assessment of needs and existing resources, clarifying roles and responsibilities, providing professional development,
and making time for regular problem-solving and evaluation. Effective partnerships
empower school and community providers to make more informed, efficacious
decisions and best use of resources, and to
make support over time more consistent
and cohesive.
4. Empower families to manage the
myriad decisions and resources they
need to meet their child's mentalPAGE 27 >
STEPHEN E. BROCK is the president of the National
Association of School Psychologists, based in
Bethesda, Md. He is also a professor and the school
psychology program coordinator at the California
State University, Sacramento, college of education.
H. THOMAS BRANT is a school psychologist at
Newtown High School in Sandy Hook, Conn., and the
president of the Connecticut Association of School
Psychologists, in Southbury.
25
LETTERS TO
THE EDITOR
http://www.edweek.org/go/commentary
Education Week - January 21, 2015
Table of Contents for the Digital Edition of Education Week - January 21, 2015
Education Week - January 21, 2015
Battle Lines Drawn on Annual Testing In ESEA Renewal
W.Va. Undoes Rewrite of Climate Standards
Doctors Enlisted in Early-Literacy Campaign
Educators Tend to Overlook Student Grief, Experts Say
Parents Confront Obstacles As School Choice Expands
News in Brief
Report Roundup
Program Preps New Superintendents for Pressures of District Leadership
IES Operating Without Top Leaders, Legislative Direction
Idaho Schools Facing Potential Tech Crisis Over Broadband Issue
President Obama Proposes Student-Data-Privacy Upgrade
Blogs of the Week
La. Struggles in Rolling Out New Authority for IEP Teams
Skepticism, Hope Greet President’s Community College Plan
State of the States
Blogs of the Week
JONATHAN HASAK: Let’s Make K-12 Skills Relevant to Students
NINA REES & TODD ZIEBARTH: More Than Policy: A Prescription for Healthy Charters
Letters
Readers React
TopSchoolJobs Recruitment Marketplace
STEPHEN E. BROCK & H. THOMAS BRANT: Four Ways We Must Improve Student Mental-Health Services
Education Week - January 21, 2015 - Parents Confront Obstacles As School Choice Expands
Education Week - January 21, 2015 - 2
Education Week - January 21, 2015 - 3
Education Week - January 21, 2015 - News in Brief
Education Week - January 21, 2015 - Report Roundup
Education Week - January 21, 2015 - Program Preps New Superintendents for Pressures of District Leadership
Education Week - January 21, 2015 - IES Operating Without Top Leaders, Legislative Direction
Education Week - January 21, 2015 - Idaho Schools Facing Potential Tech Crisis Over Broadband Issue
Education Week - January 21, 2015 - President Obama Proposes Student-Data-Privacy Upgrade
Education Week - January 21, 2015 - Blogs of the Week
Education Week - January 21, 2015 - 11
Education Week - January 21, 2015 - 12
Education Week - January 21, 2015 - 13
Education Week - January 21, 2015 - 14
Education Week - January 21, 2015 - 15
Education Week - January 21, 2015 - 16
Education Week - January 21, 2015 - Skepticism, Hope Greet President’s Community College Plan
Education Week - January 21, 2015 - State of the States
Education Week - January 21, 2015 - Blogs of the Week
Education Week - January 21, 2015 - 20
Education Week - January 21, 2015 - 21
Education Week - January 21, 2015 - 22
Education Week - January 21, 2015 - 23
Education Week - January 21, 2015 - NINA REES & TODD ZIEBARTH: More Than Policy: A Prescription for Healthy Charters
Education Week - January 21, 2015 - Readers React
Education Week - January 21, 2015 - 26
Education Week - January 21, 2015 - 27
Education Week - January 21, 2015 - TopSchoolJobs Recruitment Marketplace
Education Week - January 21, 2015 - 29
Education Week - January 21, 2015 - 30
Education Week - January 21, 2015 - 31
Education Week - January 21, 2015 - STEPHEN E. BROCK & H. THOMAS BRANT: Four Ways We Must Improve Student Mental-Health Services
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