Week 2- Mental Health and processes in school
Policies and processes in school the mental health support in schools are broken down in 3 tiers.
Tier 1: Universal strategies for all
Begins with the classroom, classroom teacher and school
Have a structured classrooms
Behavioral expectation
UDL
Tier 2: Prevention – Support for students at risk
Plan with students in mind
Alternative assignments –DI
Tier 3: Intervention and intensive support
2%
Require specialist identification
May need support person in school
May require specialised assessment and IEP.
The process in schools
OBSERVE- Take notes (what they show, what they say, when they say, how often?)
Speak to child
Check OSR/ previous teachers
Try to make accommodation (take notes of changes, what you have tried, what results you see?)
Talk to parents (focus on strengths and acamadics, is there anything I can do to support them?
Talk to SERT and principle.
Contact the parents and students
Contact parents first for team meeting (if parents say no- but there is imminent danger to the child- duty to report)
Safety plan
Observation- 3 things signs of unusual mental health
Lost the ability to control thoughts and feeling and behaviours
Harm to self and others.
Unable to preform daily task.
If a student seem to have symptoms of mental issues as a class teacher you are able to look for the information at:
OSR
Past teacher
IEP
Parents
Deal with carefully
Do not diagnose
List symptoms and observations
Ask for VP or SERT if needed
Ask how they can help
Keep in mind parents may also have mental health issues
ISP, IBI reports
With parents consent
Report cards
Students
Need to understand not everything is confidential
Observational notes of teachers
Siblings
Ask SERT if permissible
Social worker, specialist
Need permission
Resources in school
SERT- School level
Specialist – Board level
Supporting minds, ministry document
Local mental health organisation
