April 18, 2022 | Volume 3, Number 2 | |
Youth Mental Health Prevention and Intervention in Schools | |
Research has helped us better understand the interconnected nature of social-emotional learning (SEL) and academic learning, as well as the impact of early SEL interventions as a buffer against later mental health challenges. More educational leaders now push for expanded early childhood programming that naturally has a strong SEL focus. Integrating evidence-based SEL programming at all levels of education is an effective way of intervening in the development of mental health challenges like anxiety and depression, which have become an increasing concern for young people. Starting the conversation about mental health at all stages of a young person’s academic career can be a life-saving strategy to reduce the development of mental health challenges and suicidality later in life. | | |
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The Basics of Suicide Prevention in Schools
By Martha Staeheli, Director, School Mental Health Initiative, New England MHTTC
As deaths from suicide have increased 24 percent over the past 15 years, becoming the third leading cause of death for youth and young adults, schools have worked to strengthen their surveillance and prevention efforts to offer students hope and resources (CDC, 2020). In the wake of the COVID-19 pandemic, when more and more young people are experiencing depression and anxiety, students are also reporting that thoughts of suicide, suicide attempts, and completed suicides are rising (CHEGG, 2020). Many are concerned about a possible increase in suicide attempts and completions, but data are not yet available for suicide rates since 2020.
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Substance Misuse Prevention for College Students Spans the Pre-K-12 Years
By Sarah Johnson, Training and Technical Assistance Coordinator,
New England PTTC
During the last two years, COVID-19 has caused many students to experience increased uncertainty about the future, family financial insecurity, social isolation, loneliness, anxiety, and depression. Students have transitioned from middle to high school, and high school to secondary education without the traditional markers of change such as college visits, freshman days, and celebrations like prom and graduation. Students in transitional time periods are in a more vulnerable place for substance use and misuse when they don’t have supportive events, programs, and people to help them move from one period in their lives to another.
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Julia Macek, LCSW, brings 32 years of experience working to improve the mental well-being of families and their young children into her role as a Behavioral Health Specialist at the Aroostook County Action Program (ACAP). For half a decade, ACAP—a non-profit organization that takes a holistic approach to mental health—has been providing support around prevention and wellness, early care and education, energy and housing, and workforce development to their community in rural Maine. Julia brings a wealth of experience to the schools where she works through partnerships with ACAP. This has led her to incorporate compassionate, trauma-skilled school practices in her efforts toward early intervention for the youngest children in Aroostook county and support services for older children and the adults who care for them. | | |
Events, Resources, and Announcements
Register now for our virtual events!
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Learn how to empower all members of your learning community! Hear our panel of youth mental health advocates discuss strategies for ensuring that all voices get a seat at the table when states, districts, and schools are designing, or perhaps redesigning, school mental health systems. | |
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Perspectives on Youth Suicide Prevention: Equity-based Options
Date/Time: Mon., April 25
@ 3:00 p.m. ET
Learn about regional efforts helping educators and other adults working to support young people gain skills to reduce youth suicide rates. We will showcase equity-based best practices for youth suicide prevention and offer a robust Q&A opportunity to allow audience members to ask any questions they have about youth suicide prevention.
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Explore the ways you can access and share the C-TLC's training and technical assistance resources and events:
Visit the New England MHTTC's online Products and Resources Catalog
Access Our Virtual Training Library
Review Our Training Archive on YouTube
The C-TLC develops training materials to enhance school culture and prepare professionals in education and mental health to improve and support the mental health and resiliency of school-aged youth.
Access our featured publications below and view a topical directory of all our learning resources.
Schools This Year: Supporting Student and Staff Mental Health
Whether you are returning to school in-person, virtually, or in a hybrid format, apply a trauma-informed, equitable, and compassionate lens to providing mental health supports to every member of the school community. Because we will all return to school as different people than when we left, our suite of resources is designed to help school staff understand the need for and nature of becoming more trauma-sensitive and considerations for working with trauma-impacted communities.
Classroom WISE: Well-Being Information and Strategies for Educators
Classroom WISE is a FREE three-part training package that assists K-12 educators in supporting the mental health of students in the classroom. This package offers evidence-based strategies and skills to engage and support students with mental health concerns in the classroom. In addition to a free online course on mental health literacy for educators and school personnel, a video library and resource collection are also available! Learn more.
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An ounce of prevention is worth a pound of cure. - Benjamin Franklin | |
Many of you are either finishing or beginning Spring Break. We hope that time away from work and school is restorative and joyful!
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The C-TLC is funded by the Substance Abuse Mental Health Services Administration (SAMHSA) and is the School Mental Health Initiative of the New England Mental Health Technology Transfer Center. | |
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New England MHTTC
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