It is a common misconception that supporting student mental health is undertaken exclusively in Tiers II and III of a Multi-Tiered System of Support (MTSS), where students receive individualized or intensive interventions. However, there are many practices at the universal level (Tier I) that support student mental health and well-being, thus preventing behavioral and emotional problems from occurring in the first place. While there are a myriad of evidence-based practices that promote positive mental health at Tier l, the four listed below are especially important.
A supportive environment is one in which students feel they are respected and treated fairly. The development of school-wide expectations, predictable routines, and consistent, instructive responses to behavior infractions all contribute to a sense of safety and security. If you’re not sure how your students feel about the climate in your building, consider administering a short survey. There are a number of options available in PBISApps (we can help you access them) or you may create your own using Google Forms. The responses will provide a wealth of information about students’ perceptions and can be used for making data-based decisions for improvement, if needed.
We know that having social connections is an important protective factor for youth, yet too often, and especially since the isolation experienced during the pandemic, students lack the skills necessary for cultivating healthy relationships. Developing and maintaining positive relationships is identified as one of Ohio SEL competencies, and most social/emotional learning (SEL) curricula include content pertaining to skill building in this area. There are many strategies that can be used in the classroom to build relationships; some of these include the consistent use of morning meetings, teaching and modeling conflict resolution, greeting students at the door, and asking students about important events that are occurring in their personal lives.
An American Psychological Association (APA) review of research literature has found no evidence that disciplinary actions that remove students from school are effective in improving student behavior. Furthermore, students who are, or have been, suspended are at higher risk for psychological distress, depression and emotional withdrawal. Best practices for responding to challenging behaviors include training and supporting school staff in evidence-informed, culturally responsive crisis de-escalation strategies, using restorative justice practices that focus on repairing the harm caused by an incident, and examining suspensions and expulsions by demographic group to gain insight into differences in policy or practice.
Mental health literacy is defined as knowledge and beliefs about obtaining and maintaining positive mental health, reducing stigma related to mental illness, increasing help-seeking efficacy, and understanding mental health concerns and how to address them (Jorm, 2012; Kutcher et al., 2016). Students need open and ongoing conversations to help reduce the stigma associated with mental health. School-wide strategies to increase awareness, such as providing mental health and well-being tips in the morning announcements or assemblies, can promote productive conversations. Furthermore, mental health education can be integrated into academics and classwork in a way that doesn’t overly burden teachers. For example, a social studies lesson may identify and discuss mental health topics (e.g., trauma, stigma) in books that students are reading. Younger students may learn about how to identify, describe, and manage emotions, while older students may learn about and discuss social implications of different mental health issues. Finally, there are mental health agencies that will provide informative presentations to students. The National Alliance on Mental Health (NAMI) offers a student presentation called Ending the Silence. Designed for middle and high school students, the presentation includes warning signs for mental illness and how students can get help for themselves or a friend. More information about Ending the Silence can be found here. Another classroom program is offered through Life Act, a nonprofit organization in Cleveland whose mission is “to prevent teen suicide by educating youth to recognize depression and the warning signs of suicide and access help for themselves and/or their peers.” Information about their offerings can be found at their website.