By HOLLY GASKILL
“The trend is here, and it’s staying, unfortunately. Our kids are struggling,” said Kelly Goode, mental health coordinator at Norwell Community Schools. “So yes, we should be working together as a group to say, ‘What are some other things that we can do … that can ultimately help?’”
Following their regular agenda Tuesday, the NWCS school board discussed mental health resources in a strategic planning meeting. They heard from school counselors, teachers, and outside organizations about their efforts within the schools.
During this time, Wendy Bailey, executive director of Alive and Well, informed the board that, within the district, 30 percent of fifth grade students reported they often feel worried, and 47 percent of middle school students reported feeling overwhelmingly anxious.
Additionally, 10 percent of middle school students reported feelings of not wanting to be alive, and 6 percent reported struggling with self-harm. At the high school, 54 percent reported feeling overwhelmingly anxious, and 13 percent reported feelings of not wanting to be alive.
Having worked with the district for two years — and adolescent mental health for nearly 20 years — Goode stated these numbers are quite consistent with local statistics. And, while a nuanced subject, she explained that a significant portion of her efforts are finding ways to redirect negative thought patterns.
At the elementary level, the schools incorporate “Second Step” programs, which teach students how to positively problem solve and speak kindly about themselves.
Jennifer Sander, second grade teacher at Ossian Elementary School, said students are learning about positive self-talk and “unhelpful thoughts.” To practice some of these skills, the students walk through daily affirmations like “I’m smart, I’m important, and I matter.”
While small, she’s seen students develop a stronger self image — even to the extent that parents have noticed and asked for the list of affirmations to practice at home.
Another highlighted exercise follows how to address problems — either trying again, making a small change, or asking for help.
“We forget that sometimes kids have a hard time processing through those moments, especially if you have a lot of other things going on in their lives,” Superintendent Mike Springer shared. “And so, (this is) giving kids the tools to, I think, deal with different situations they have, and building up those soft skills.”
Goode also highlighted several outside organizations and their role within the school. Alive and Well, who was represented Tuesday by Bailey, offers regular instruction to multiple age groups about mental and physical health, substance abuse, and making good choices. The Bowen Center offers additional counseling services to students. Campus Life, also known as Youth for Christ, offers faith-based gatherings and events.
Garrett Bucher, campus life director, said a large portion of his role has been to connect with students, listening to their problems and offering faith-based guidance.
“YFC thinks about it as a funnel of contacting pieces — the lunchroom table, playing bingo, passing out candy, coming alongside anyone that you see that might be down and out — but just asking questions, and then also extending an invite whenever that time arises,” Bucher said. “It is after school, before school that the real conversations really get to happen.”
Ultimately, Springer noted that it’s a combination of efforts that makes a difference for mental health issues within the schools.
“And so, when I think of all these things that we have going on — and we’re notorious for this — (they’re) a lot of these one-offs (resources), right?” Springer explained. “And we know that learning takes place when you make connections … I just think there’s an opportunity here with everything we’re doing to intentionally make connections for kids that help put them in touch with resources they need.”
Some of this, Springer explained, is a matter of getting involved in school activities, like athletics or music, that prevent students from getting involved in dangerous activities. Other parts, however, require the school — and community at large — to invest in students’ lives.
Goode echoed this, adding that building that connection is often a commitment. “That could take me six months,” she said. Ked Moser, high school guidance counselor, added that he’s recognized how vulnerability and compassion is such an important resource for students.
“All of this is a holistic approach,” Springer said. “It’s not foolproof that no one will ever do drugs (or other destructive things), but the more you have kids connected and involved in things, the less likelihood that’s going to happen — whether that’s an adult walking alongside them or an activity they’re involved in, all those things go together.”
holly@news-banner.com
