From the Chair: A Policy of Care

The COVID-19 pandemic has had a severe impact on our student population, with students’ mental health been under great pressure. In a recent report on disparate impacts of the pandemic, the U.S. Department of Education shared findings of the rise in suicidal ideation in both children and young adults, and about populations that may be at increased risk of self-harm or suicide: students of color and/or those identifying as LGBTQI+. Although much energy was given to planning the start of the 2020–2021 school year and grace was offered to students and all stakeholders, we could not predict the culture of trauma that has persisted over a year later. Focus has been placed on attendance, academics, grading practices, postsecondary attainment, etc. Where is the policy of care?

In a 2021 letter to educators, Suzanne B. Goldberg, acting assistant secretary for civil rights, draws attention to Supporting and Protecting the Rights of Students at Risk of Self-Harm in the Era of COVID-19, the jointly drafted fact sheet by the U.S. Department of Education and Civil Rights Division of the U.S. Department of Justice. In recognition of worsened or newly developed mental health conditions and disabilities in children during the pandemic, the fact sheet highlights steps educators can take to create a positive and supportive environment for students. It also focuses on implementing effective strategies for suicide prevention. Ultimately, it states, “As a civil rights matter . . . elementary and secondary schools . . . provide students with mental health disabilities an equal opportunity to learn, free from discrimination. This includes a responsibility to provide the disability-related services and reasonable modifications that students are entitled to under the law.”

School counselors are uniquely positioned to support students and create an environment of care that ensures access and equity. Their training in healthy development across the lifespan, mental health disabilities, community engagement and direct services allows the 20 percent or more of students needing mental health services and care access to mental health professionals in the school setting. The ASCA Position Statement on Student Mental Health states, “School counselors recognize and respond to the need for mental health services that promote social/emotional wellness and development for all students.” School counselors rise to the need and should give consideration in advocating for the steps laid out in the fact sheet to create an environment supportive of all students:

• Develop trauma-informed crisis management procedures that include an individualized assessment of the student’s circumstances.
• Provide and facilitate access to mental health evaluations and services, including making efforts to reduce or remove barriers or potential negative consequences, including stigma, associated with receiving mental health services. 
• Reasonably modify school and postsecondary institution policies, such as attendance policies, for individual students, as appropriate.
• Train staff to recognize and respond appropriately to signs of distress and suicidal ideation in students. 
• Review and share the resources included in the fact sheet.

Policy of care must be a priority to allow development of cultures of support across the Commonwealth. The report on disparity in the pandemic informed us that “nearly all students have experienced some challenges to their mental health and well-being during the pandemic and many have lost access to school-based services and supports, with early research showing disparities based on race, ethnicity, LGBTQ+ identity, and other factors.” The call to school counselors is to lead, advocate, save lives and be change agents. Recognize and support ALL kids EVERY time. School counseling is a gift and school counselors are heroes. Continue building relationships, networking, seeking support and knowing that each school counselor is supporting ALL students. And, create a policy of care to inform practice and build structure to ensure systems to support students, because it is worth it.

Contact Jennifer Kirk, PSCA board chair, at jkirk@uscsd.k12.pa.us.