SED provides six mental health briefs

On Board Online • June 8, 2026

By Sara Foss
Special Correspondent

District and school leaders play a vital role in developing and sustaining school-based mental health supports that promote safe and supportive school climates, according to one of six mental health briefs released in May by the New York State Education Department and presented at the monthly meeting of the Board of Regents.

"Principals and administrators set the tone for the entire school community, influencing both students and staff," the brief states. "By prioritizing safety and mental wellness, they create an environment where every individual feels valued and respected."

Recommendations for school leaders included:

• Implementing shared decision-making by regularly communicating plans, policies and programs with all stakeholders.
• Fostering open communication and build trust among students, staff and families to create a sense of community, collaboration, and mutual understanding.
• Strengthening staff capacity through training on recognizing student distress, managing crises and providing age-appropriate support. Mental health professionals should receive additional training in suicide prevention, culturally-responsive care, evidence-based interventions and ethical practice.
• Collecting accurate, timely data using consistent, secure methods across multiple sources - academics, attendance, discipline, etc. - to understand student needs.

The mental health briefs are intended to help districts develop their own comprehensive, school-based mental health systems. They stress prevention, equity and inclusion, intervention, ongoing support and coordinated systems of care, rather than isolated programs and crisis response.

Other briefs discussed the effectiveness of a team approach to student mental health, the importance of cultivating strong partnerships with families and community organizations, such as mental health agencies and healthcare providers, and the need to foster a positive school climate. Two of the briefs describe how a tiered system of support is essential to a comprehensive school-based mental health system, with tier 1 focusing on prevention efforts and tiers 2 and 3 emphasizing targeted and intensive interventions.

By using a multi-tiered system of support, "schools are better able to integrate mental health into their academic and behavior interventions, ultimately looking at the needs of the whole child," said Victor Rose, from NYSED's Office of Student Support Services.

Regent Hasoni Pratts noted that one challenge is the shortage of mental health pracitioners. Rose said schools can expand their idea of who qualifies as a school-based mental health practitioner to include other employees - social workers, for example - who are capable of delivering mental health services.

Meanwhile, U.S. Rep. John Mannion, a Democrat who represents the Syracuse area, has introduced the Elementary & Secondary School Counseling Act, which would create grant programs to help states and local education agencies increase access to school-based mental health professionals in high-need schools.

The legislation supports efforts to recruit and retain qualified professionals and move schools closer to nationally recommended staffing ratios of 250 students per school counselor, 500 students per school psychologist and 250 students per school social worker. The bill is sponsored in the Senate by Sen. Jeff Merkley (D-OR).

The bill is supported by the National Association of School Psychologists, the American School Counselor Association, the National Association of Elementary School Principals, National Association of Secondary School Principals, the American Foundation for Suicide Prevention, the American Federation of Teachers, the American Psychological Association, the American Mental Health Counselors Association, the School Social Work Association of America, the International Society of Psychiatric-Mental Health Nurses and others.

Research has consistently shown that access to trained professionals makes a difference, and that early intervention works, according to Mannion's office.

"Every student should have access to trusted adults, trained professionals, and a school community with the resources to address mental health challenges," Mannion said. "When young people struggle alone, it is much harder to learn, grow, and reach their full potential. Students should have adequate support and full awareness of available services."