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Mental Health

The vision of the ESC-20 Mental Health Collaborative is to collectively increase awareness amongst educators and school staff on mental health concerns and underlying trauma impacting our students and community.


  • Safe Learning Environments

    National Dropout Prevention Center's (NDPC) Trauma-Skilled Schools Model: Improving School Outcomes for Trauma-Impacted Students
    The sources of trauma and stress are widespread, have a direct relationship to the dropout issue, and must not be underestimated. It is the position of the National Dropout Prevention Center that to meet students’ needs for safe learning environments and to achieve the best outcomes for the most students, all educators and support staff in a school must not only have a shared understanding of trauma and speak a common language about it, they must also acquire shared trauma-related skills, behave consistently and in unison toward trauma-impacted students, and be able to articulate and justify their behaviors in terms of desired student outcomes.

    To direct schools and districts in achieving these objectives, the National Dropout Prevention Center developed the Trauma-Skilled Schools Model based on thousands of interviews and years of research, on the impact of trauma and stress on students’ cognitive function and behavior. The framework for the Trauma-Skilled Schools Model rests on knowledge. Establishment of this knowledge base is typically accomplished through professional learning and research. For example, an Issue Brief published in October 2017 by the Child and Adolescent Health Measurement Initiative (CAHMI) presents data documenting the prevalence of Adverse Childhood Experiences (ACEs) among children in the United States. The Issue Brief includes national and state-level data on the prevalence of ACEs as well as health effects and protective factors that mitigate the effects of trauma.

    Adolescent connectedness has lasting effects.  Connectedness refers to a sense of being cared for, supported, and belonging, and can be centered on feeling connected to school, family (i.e. parents and caregivers), or other important people and organizations. School and family connectedness are linked to reductions in multiple health risk behaviors during adolescence.  To learn more visit: Lasting Effects.

  • Texas Suicide Prevention

    Texas Suicide Prevention initiative is the result of a collaborative effort throughout the state of Texas of community-based organizations, state and local agencies, academic institutions and many others who work together to reduce suicides in Texas.

    Television Show Linked to Increased Youth Suicide Rates

    A study conducted, in part, by the National Institutes of Health found the Netflix show “13 Reasons Why” was associated with a nearly 30 percent increase in suicide rates among youth. This report shines a light on the importance of responsible portrayal of suicide by the media. Read the report to learn more information.

  • National Alliance on Mental Illness Article:

    How Do Mental Health Conditions Affect The LGBTQ Community

    LGBTQ individuals are almost 3 times more likely than others to experience a mental health condition such as major depression or generalized anxiety disorder. This fear of coming out and being discriminated against for sexual orientation and gender identities, can lead to depression, posttraumatic stress disorder, thoughts of suicide and substance abuse.


Social and Emotional School Climate

Report Explores Best Practices of Social, Emotional Learning Programs

If you aim to improve student outcomes, research has shown the importance of social and emotional learning (SEL) programs for in-school and out-of-school time programs. Harvard University’s “Preparing for Effective SEL Implementation” outlines best practices and common components of successful SEL programs. Visit the webpage to download a PDF of the report.

 

Navigating Social and Emotional Learning from the Inside Out (Elementary School Focus)

This in-depth guide to 25 evidence-based programs—aimed at elementary schools offers information about curricular content and programmatic features that practitioners can use to make informed choices about their SEL programs. The first of its kind, the guide allows practitioners to compare curricula and methods across top SEL programs. It also explains how programs can be adapted from schools to out-of-school-time settings, such as afterschool and summer programs. 


Contact:
Cindi Bowling, M.Ed.
(210) 370-5213

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Looking for facts on depression and anxiety in children? According to the Centers for Disease Control and Prevention, approximately 7.1% of children aged 3-17 years (approximately 4.4 million) have diagnosed anxiety and 3.2% of children aged 3-17 years (approximately 1.9 million) have diagnosed depression. Read the webpage for more information.


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