Custom results for:
User Not Logged In User Not Logged In
User Not Logged In
If you recently completed the Tier-1 School Mental Health Assessment, please Refresh Now to display results.
The response key is:
Fully in Place: The program/activity is being implemented according to best practices.
Partially in Place: Parts of the program/activity are being implemented.
Not in Place: The program/activity not being implemented.
Section 1: Foundational Core
The Foundational Core ensures a school has intentionality in its efforts by creating the necessary functions and processes for success, meaningful and effective programs, and shared values.
1.1 MTSS
The school has planned and strategized through a mental health task force, wellness committee or similar structure as part of a multi-tiered system of support.
1.2 Implementation
The implementation of all programs follows appropriate best practices, as determined by the program’s scope and sequence.
1.3 Culture Model
The school has created and established a culture and vision for school mental health.
Section 2: Classroom Education
Classroom Education is the foundation of student-focused programming in school. It is essential to conveying core values and a shared vocabulary to the students. Please know, for this assessment, social-emotional learning is not mental health education.
2.1 Lesson Plans
All students, grades 4-12, are receiving grade appropriate, evidence-informed mental health, depression and/or suicide prevention education.
2.2 Self-Referral Cards
All students are given an opportunity to speak to a trusted adult through a self-referral process.
2.3 Student Voice
Programs are presented using student voice, providing for diverse, multicultural perspectives that meaningfully engage students through their peers.
Section 3: Student Empowerment
Student Empowerment is knowledge in action. It is students taking the lead in educating one another to reduce stigma, normalize conversations, promote good mental health and encouraging help-seeking.
3.1 Empowerment Club
A student-led good mental health club is active in the school.
3.2 Student-led Activities
Students are actively using building-wide activities to educate, engage and empower their peers.
3.3 Educated Peers
All club members complete learning opportunities to better understand and support their peers.
Section 4: Family Engagement
Families play a vital role in their child’s life. From prevention to intervention, families must be informed and supportive of their child’s mental health journey.
4.1 Family Communications
Families are provided information about mental health.
4.2 Family Education
Families are given an opportunity to learn more about mental health through workshops, workbooks and other initiatives.
4.3 Family Support
Families are provided information on how they can contact the school if they are concerned about their child’s mental health.
Section 5: Policy & Staff Training
Everyone in a school needs to be prepared to support a student, peer and themselves. Effective policies, training and staff wellbeing initiatives build a positive climate.
5.1 Family Communications
A mental health task force, wellness committee or similar is established helping to coordinate mental health through an MTSS framework.
5.2 Staff Training
All staff are educated, trained and equipped to act as trusted adults and identify the signs and symptoms of depression and suicide.
5.3 Staff Well-being
Staff are regularly engaged through good mental health promotions, practices and opportunities.
Section 6: Schoolwide Campaigns
Schoolwide Campaigns convey the importance of good mental health for everyone. They are key to building a culture of care, understanding and empathy for students, families and school professionals.
6.1 Suicide Prevention Week
Awareness activities are taking place during suicide prevention week/month in September.
6.2 Mental Health Awareness Month
Awareness activities are taking place during mental health awareness month in May.
6.3 Mental Health Breaks
Educators are encouraged to use and leverage mental health breaks regularly throughout the school year.
Section 7: Data-Driven Practices
Leveraging programs that work is key to promoting inclusive school cultures around mental health. Data is the key to ensuring programs are working.
7.1 School Data
The school uses student, family and educator culture surveys to track comparable year over year data on progress.
7.2 Program Data
The school leverages evaluation data, for each program, to better inform decisions and use.
7.3 Data Use
The task force (if present) is meaningfully using data to make informed decisions about school culture, program implementation, early identification and connection to care.
Additional Resources
If you are looking for additional resources and support, consider exploring:
The SHAPE System, from National Center for School Mental Health.
Erika’s Lighthouse Support
Erika’s Lighthouse is happy to provide no-cost consulting and data interpretation around your tier-1 mental health programs. Please contact:
User Not Logged In
Please know, if you requested support via the assessment, we will be in touch.
