Mental Health Literacy & Student Learning Outcomes Webinar 1: An Introduction

(Leora Wolf-Prusan) Welcome, everyone, to “Mental Health Literacy & Student Learning Outcomes.” We are here today to talk about the intersection of mental health literacy and academic achievement We’re gonna broaden the conversation to really think about how curriculum and instruction can actually be a student mental health platform, and how student mental health can be a curriculum and instruction platform My name is Leora I’m gonna get into that in a second I want to just welcome you all This webinar is provided through the Pacific Southwest Mental Health Technology Transfer Center This is a disclaimer because we are funded through SAMHSA and this content reflects this presentation and not necessarily that of the agency If you are unfamiliar with our new Mental Health Technology Transfer Center, MHTTC, this is a new initiative by SAMHSA Fall of last year, SAMHSA divided the country into different regions to provide free to low-cost technical assistance for anything that relates to supporting the mental health workforce We are really fortunate that we at the Center for Applied Research Solutions were awarded to support the Pacific Southwest Mental Health Technology Transfer Center, but we work in collegiality with all of the rest of the MHTTCs So even if you’re not from the Pacific Islands, Hawaii, California, Nevada, Arizona, you are still, of course, welcome to everything that we do here in our Center and we’re happy to connect you with your home Center as well Again, a little bit about us We’re a Center to provide technical assistance so that means resources, workshops, training, professional development, and life-changing webinars like this one And our goal is to promote evidence-based and culturally appropriate mental health prevention, treatment, and recovery strategies I do want to mention, as I said earlier, that we’ve got a ton of offerings Some of you may get them frequently in your inbox If you’d like to sign up for our newsletter, you’ll get that information at the end But I do want to just say that part of our work here today is that we were also awarded specific funding to support school mental health for this year, hopefully in years to come, but specifically this year So that’s the context that brings us to the conversation That’s me, that is–that’s an old picture, but it’s still me So my name is Leora, I am the school Mental Health Lead for SAMHSA’s Pacific Southwest Mental Health Technology Transfer Center I have a wide kind of breadth of what brings me to this conversation, but I do wanna say that my background is in teaching I got my teaching credential in Oakland, California, and got to be raised as a teacher in the Small Schools Movement And then worked for a while in college and career-going coaching, so I was working with different unified school districts from across the state of California to think about how curriculum and instruction could be integrated to support equitable co-secondary outcomes And I experienced a lot of different events that happened while I was working in school communities, primarily the loss of some young people that I was organizing with that really threw me into thinking about how can schools be the platforms for trauma healing? And so I just wanna say that what brings me to this conversation is that I sit at the intersection of educational equity and school mental health, and so it’s kind of unique standpoint, but that’s what brings me to the conversation today We’re gonna start with introduction and grounding So what brings us to this conversation? You just heard a little bit from me about my own why And the framework of this conversation When I say school mental health, what does that mean? When I say student learning outcomes, what does that mean? There are many of us on the lines who are in the role of school mental health from a clinical perspective or behavioral specialist perspective And there might be folks on the line who are coming from a community-based organization or who have the hat of district leadership from a curriculum and instruction There are many different paradigms, and that’s what makes this conversation so rich So I’m gonna try to be a weaver today and bring some through lines of all the different conversation points and strands together as best I can in 50 minutes After we do the introduction and grounding, we’re gonna actually get to think about how to kind of bridge the divide with academic achievement, student supports, and mental health literacy I know from working in districts that they are often literally separate departments: curriculum and instruction, student support, school mental health, and they all serve and support the same folks Part of our work is to shift from the provider’s perspective to the recipient’s perspective, which, in our case, are young people in our schools And so how do we create a holistic vision of this content? And then we’ll close with questions and what resources can help us move the work forward Part of what bring us to the conversation is that we wanna talk about what are some common mental health issues for young people, and how might that impact learning outcomes So I know from coaching and working with folks who are in the school mental health world, sometimes there’s a lot of frustration They’re just like, “Well, how do you not understand that school mental health is the foundation?”

And on the flip-side, from an academic achievement and curriculum and instruction standpoint, the vision that that is the priority of schools and school mental health needs to be secondary And so actually, what we’re doing in this conversation is thinking about how they can live together in tandem We’re gonna think about what the relationship is between socio-emotional development, student learning, and academic success And then what I’m really excited about is showing an example of many ways that curriculum can actually be the platform for mental health literacy So we’re gonna get into what student learning outcomes is That might be an unfamiliar term for some of you I know, for me, when I was a teacher and then curriculum developer and curriculum coach that student learning outcomes was a common term that we used, and I never, ever heard the word mental health literacy in any– in my doctorate of education, in my teaching credential Now, in the school mental health world, we use the word “mental health literacy” really fluently and frequently, so we’re gonna get into what that means I just wanna ground us for a moment We know from the National Institute of Mental Health that one out of five school-age young folks experience symptoms, so just symptoms, of diagnosable mental health or behavioral health conditions So one out of five And we know, also from the National Institute of Mental Health, that only 20% of that one out of five actually receive treatment for those symptoms So that is a national statistic It might be larger, it might be smaller, depending on where we are in the country But I wanna ground us in why this conversation is important because we have to come to this discussion with a sense of urgency This is not merely for play This is because our young people are hurting, and we are here because we want to figure out how to create more equitable systems and structures to interrupt and prevent that hurt So, in the context of this conversation, I mentioned earlier that one of our goals is to bridge the divide So all of these conversations: college and career, social-emotional competencies, school mental health, trauma-informed pedagogy; they sometimes tend to float in seemingly disparate conversations, sometimes even disparate cubicles, and one of the outcomes of this discussion is to move us towards a combined approach or a more wholistic approach towards school mental health and student learning outcomes fluency I wanna pause in this slide to be really clear about why we are distinguishing some of these terms, especially school mental health and social-emotional competencies So oftentimes, we talk about school mental health interchangeably They are not interchangeable They can co-exist I just wanna be clear that social-emotional learning, which has really grown due to national support and also ground-up support in the last 20 years, the programming can but doesn’t always necessarily address mental and emotional needs So CASEL, one of the nation’s kind of housing of SEL work resources, training, and research, really lands SEL as instructional, as student-centered learning So what are we doing in the classroom to support the individual self-skills in our social-emotional awareness? And when we use the word competency, that’s really what we’re talking about: skills and abilities for students to apply specific skills like self-regulation, self-awareness, relationship building, with themselves and potentially with those around them And SEL can be really promotive and protective for mental health, but it’s not necessarily always a school mental health service; and vice versa, a trauma-informed pedagogy may not be a clinical school mental health service An SEL competency may not even be trauma-informed And college and career, as we know, can even be even more separate from this whole conversation The through line, that one thing that combines all of this together, is the young people who are navigating our schools and our classrooms and our hallways So let’s speak into what are we talking about when we say the word “SLO.” So a student learning outcome is the attitude, disposition, knowledge, the way in which our young people should, would, could be when they leave our halls So at the Center for Powerful Public Schools here in Los Angeles, we say, okay, if you’re imaging a young person graduating, in their head space, what should they hold as knowledge? In their hand space, what should they hold as skills? In their feet space, what should they hold as application, as literal competencies to be able to do? And so student learning outcomes are the collective experience

of knowledge, skills, and attitudes of what students should be expected to acquire I really wanna be clear that student learning outcomes are school-wide So some people say school-wide student learning outcomes and they are really based on the mission and the vision of the school So this is deep work that school leadership and teachers, and hopefully students and families, do together to articulate for each grade what are the indicators that would get us to our student learning outcomes so that when our young people graduate, we have clear and explicit expectations? We’re gonna actually get into an example of a school that has articulated student learning outcomes in the end, so if this feels a little fuzzy to you right now, hang on tight and we’re gonna get there So let’s talk about mental health literacy Again, as I mentioned, I, as an educator, I never use the word “mental health literacy,” but in the world of school mental health, it’s used quite frequently But I wanted to do a kind of a capture of where it’s come from and where it’s going for the purposes of our conversation Back in 1997, Jorm really talked–kind of coined the term “mental health literacy,” and used mental health literacy to talk about the knowledge and belief about mental disorders which aid recognition, management, or prevention So it’s literally the knowledge and awareness at the know level, the “Oh, like, that’s what it is,” and period Then about, I mean, I was gonna say about ten years later, but that’s not true It actually took a little bit longer In 2012, Jorm actually, with colleagues, expanded that definition So then it became, like, “Okay, knowledge and belief? Not enough,” it’s not enough for us to say, “Oh, that is what autism is,” or “That is what an IP is.” Actually, what we needed to know is what would the benefits of mental health services be to that person? How could we not only recognize but also strategize for help-seeking and provide first aid skills? So really, wave two, if some of you are on the line, you’re probably going, “Oh, mental health first aid Oh, youth mental health first aid,” like, coming out of wave two So, again, not just recognition, but actually how can we create practices and procedures that support people in their application of that recognition? The next wave is what we’re sitting in now, the Black Emotional and Mental Health Collective in 2017 coined the term “the social justice-informed mental health literacy,” SJM And really thinking about mental health education framed in social-historical context of inequality that aids in the skill building, healing, and liberation of communities So I hope that we see that shift Again, it’s not just the individual recognition It’s recognition of mental health literacy that’s embedded in the socio-historical context, and whose outcome is actually healing-oriented, not just treatment-oriented So there’s much more that I can say about this, but what I really want us to kind of hold on to is that when we talk about creating mental health literacy within ourselves and our young people, we’re talking about recognition of symptoms or illness; we’re talking about knowledge, so sources of information, risk, protective and promotive factors, causes, self- and collective help; and then attitudes, like our belief systems about mental health illness, our belief systems about help-seeking; and then consciousness-raising and direct action to address the social inequities that may have contributed to some of the issues that our young people are holding on to Okay, so what does mental health services and academic achievement even have to do with anything? This is a conversation I know that there are a lot of folks on the line who are coming from the Project AWARE hat It’s definitely when we were the AWARE Technical Assistance Center, this is something that came up frequently, which is, like, “How do I talk to my colleague in the other department “about why we matter? “We are not just non-cognitive We are the basis of cognition.” And so I want to just note that the National Association of Elementary School Principals in June of 2018, I don’t know if anyone saw this report, but they did a ten-year kind of trajectory trend growth report and they found that social emotional learning, mental health, and students’ experience in poverty were the top three related concerns of pre-K through 8th grade principals So our school leaders are identifying social emotional learning, mental health, and the context that our young people are living in, those three were not even in the top ten in 2008 So in ten years, our school leaders are really seeing the shift, and now we don’t know if that shift is because of what young people are dealing with, or young people are feeling more advocatious and advocating for themselves, or that there’s a shift in awareness, right? But we know that educational leadership is– they’re ready for us to support them in moving towards this intersection of school mental health and academic achievement So we’ve got many studies that show

that school-based mental health services are associated with a variety of positive student outcomes So improved attendance, improved academic achievement, reduced discipline referrals, and decreasing in student risk-taking behavior I wanna be really clear that when I say student mental health services, it can be many different things, so this can be an on-school site mental health services, it can be a school-based health center, it can be a psychiatric social worker It could be a multi-tiered systems of support So the definition is pretty wide in terms of what we mean when we’re saying school mental health, but I do also want to say that in, Erikson and Able in 2003 found that 46% of high school drop-outs were related to mental health concerns And if we are coming from a more equitable and systems approach, we actually would say, a push-out So our young people who are leaving our schools, as it relates to academic achievement, there might be some correlation and potential causation with a lack of school mental health services And again, when we’re talking about academic achievement, we’re talking about standardized tests, pass rates of exit exams here in California like the CAHSEE, GPAs, SATs, ACTs, and I’m sure that there are many other ways that we define academic achievement, but we’ve got really, really strong research to support the relationship between school mental health and academic achievement In terms of social emotional development, and I’m gonna talk first about individual students, and then share some results around school-wide So, we’ve got some pretty good data that shows the positive value of social emotional intervention So, like I said earlier, SEL defined as curriculum or programs in schools that support student self-awareness, self-management, responsible decision-making, social awareness and relationship skills There is a relationship between SEL and general wellbeing, and that general wellbeing can predict a higher GPA in the year following And that long-term academic outcomes are actually associated positively in the short-term at the individual level I’m gonna also share about social emotional development and academic success From the school-wide results, this is really important Yes, social emotional development is important at the individual, but we really wanna shift the conversation to being about school-wide outcomes, and so we do have some good research coming from 2011, so pretty recent, that shows that integration, of course, with fidelity of positive behavioral supports, which is a form of MTSS, multi-tiered systems of support, can strengthen school-wide proficiency in math, specifically, and reduce suspensions Now, that might have to do with a shift in the adult attitudes and behaviors around young people and a kind of shift in perception that behavior is our body’s explanation of the state of our nervous system, right, that’s a big shift in adult awareness of reconceptualizing what behavior looks like But we also found that, over a review of 213 studies, that universal SEL programs do have positive school-wide impact on standardized tests in reading and math and in overall grades Now, again, that also might mean there are many different variables in this, and one of them could be that it’s because SEL sometimes takes place in advisory and that we are supporting our teachers to have more intensive relationships and more attuned relationships to what our young people are feeling, needing, and making meaning of Last but definitely not least, is trauma-informed pedagogy and practice and academic success So we are really using the word “trauma-informed.” It is the latest and greatest, and as my colleague, Erica Woodland, says, “Trauma-informed has come to mean everything and nothing at the same time.” What I mean by trauma-informed are personalized learning experiences informed by the latest brain and behavior and body science And when we think about trauma-informed policies, we actually are seeing that there are a reduced amount of suspensions and expulsions and actually significant improvement in academic achievement, and there’s some recent findings that trauma-informed school-wide interventions do increase students’ resiliency and their coping skills, their recovery and their ability to pay attention I know that when I taught brain and behavior as a 9th grade teacher, that even students having the meta-cognitive language about their four brains and understanding the relationship between their brain stem, their limbic system, and their prefrontal cortex, supported their ability to regulate Again, I wanna be really clear that this research is very new This is coming 2015, 2016, as you can see We’ve got some preliminary research that trauma-informed policies and practices are linked to higher graduation rates Again, it may not be causal, but it definitely could be a corollary factor And that school-wide universal programs, so tier one,

that are trauma-informed could reduce bullying So that can increase a student’s desire to feel like school is a positive, safe, and loving place And the relationship between trauma-informed interventions and discipline referrals So all that to say, is that we have some pretty good research right now that can arm us, that can support those of us who are advocating for trauma-informed, for school mental health or for SEL supports in schools, so there is a relationship, a strong positive relationship, with academic achievement and performance Just to be clear about college and career outcomes So when I’m talking about college and career outcomes, I really mean that every young person by the time they graduate has a meaningful, individualized, co-created, postsecondary plan that makes sense for them and their family and their community; and that can mean college, it can mean career, but it means that there is a plan and it’s supported, just like we would do in IEPs, that there’s a supported off-ramp from high school into the postsecondary world And when we think about the intersections of student mental health and college and career outcomes, I think there are many of us on the line right now who have seen a lot of reports coming out from colleges themselves that they’re receiving students who are really experiencing a manifestation, a mental health condition when they get to a college campus or when they get onto the job And so we wanna think about, again, the pipeline– because our young people are navigating, with one body, that pipeline So as I mentioned, we know that most mental health conditions manifest in teens and young adults before the age of 24, so that means that we, as the K-12 humans, and there are potentially some postsecondary humans on the line too, that we have an imperative to give students the best possible skills to traverse biological and social emotional stressors Part of the work is to think about the intersection between student mental health and college and career outcomes as a through line, not in addition to, but as a both/and We are getting now to my favorite part of the conversation, which is integrating the work into the work So our work is to support every young person to feel loved, to feel cared for, to feel seen, and to feel like school is a platform for their own self-learning, self-discovery, and that work is deeply inherent into our actual work around providing deep learning experiences, academic achievement, and student success So just briefly, I don’t know if there’s anyone on the line from Virginia and New York, but if you did not catch this in the news last year, the Virginia Governor Northam signed a bill into law that requires mental health curriculum for 9th and 10th graders And they are going to update their statewide health standards of learning to reflect a mental health standard So this is pretty big, and it’s gonna be a statewide program that would explain brain science behind mental illness, help students to learn how to improve their own mental wellbeing, and reduce the stigma around mental health So this is a statewide bill coming out of Virginia And then up north in New York, Governor Cuomo in 2016, so a couple of years ago, but it did become effective July 1 of 2018, really kind of did a first-of-its-kind law, and by the way, this law was developed grassroots, so by teachers, social workers, school mental health professionals, to require schools to address mental health in health education programs So I know that I went through 4th grade, 9th grade, and 10th grade when bio and health education was integrated, and not once did we talk about mental health, emotional health We talked about physical health, and those two, of course, are interlinked And so in New York, for students in grade K through 12, they are going to be kind of investigating, thinking about, getting creative about how to interweave mental health and health education programs, but unlike Virginia, they’re not going to have a statewide kind of standard for mental health So those are two examples of how the work is being integrated into the work And as we move through this section, I’m gonna provide three examples of one high school who’s integrating the work into the work, and one college, and then we’re gonna land in some discussion So if you have your fingertips at the chat box, I’d love for you to provide what are reflections that come up for you when you read this quote So this quote is from Dr. Cariaga, who teaches teacher education at California State University in Dominguez Hills And I’m gonna read it out loud and then I’m gonna be quiet for a second while folks put some reflections into the chat box Dr. Cariaga writes: “Integrating critical literacy,” which is a term from Dr. Morrell, “and socio-emotional literacy practices, “critical healing literacies help students shift “from being objectified to false dominant narratives “to becoming the subjects

“of their own life-weight of grief and anger, “and ultimately to move in the world– “not from habits of fear, shame or lack, “but from a deep sense of knowing and conviction and compassion for themselves and their community.” So how does this resonate with folks? Yes, so Danny says, “This seems to give students “a sense of control and power in their own lives, “which should sting us because that is a direct trauma-informed care principle of agency.” Jennifer also says, “Empowering “Gives kids the tools they need to move into adulthood Empowering,” right? And we, Melissa, we might even shift into acknowledging the tools that our young people already have And feeling–and helping them make meaning of the skills, either through academic and curricula instruction or through our socio-emotional learning or through mental health to help them move through the world in a different place.* Yes, resilience We’re starting with this quote in the section because both academic achievement, student learning outcomes, and student mental health can often be talked about as services that we provide at students or to students or for students instead of with them And the shift, just like any shift that’s trauma-informed, is moving from a power over to a power with And what Dr. Cariaga offers in this quote, is how do we build literacies, both mental health literacies, social justice mental health literacies, like we talked about at the beginning, and contact interrogation for young people to make meaning of their own lives for themselves through their own empowerment We’re gonna talk about instructional intersection So this comes from Dr. Cariaga’s work called “Pedagogies of Wholeness: “Cultivating Critical Healing Literacies with Students of Color in an Embodied English Classroom.” And the link is at the end in the resources And so Dr. Cariaga sat with these three questions: how do students of color describe the impact of trauma on their lives and their learning? How does a teacher create and implement healing pedagogies in an English classroom? And how do students of color respond to healing pedagogies in an English classroom? And what Dr. Cariaga did is she worked with a group of students for one year in a high school in South L.A., a similar high school that we’ll be describing later, and what she did is she created a project-based learning called the Healing Grief Project where she invited students to identify loss in literature and then helped them research how to provide culturally responsive ways for them to act as the, quote, unquote, “treatment provider,” or to put them into the provider’s shoes, and then to come up with ways to respond to their clients’ needs And I’m gonna show you what that means in a little bit And they presented their project to a panel of industry experts, which meant that she was literally linking the students’ curriculum with healing modalities and talking and investigating what grief means for them, what grief meant for her as a teacher, and how literature could help us understand grief and trauma and healing in an English classroom What she came up with, there was this essential question, was what does it look like to create safety, bravery, and belonging in a place that is inherently unsafe? And students then kind of explored that question and she, as an instructor, explored that question in her role as a 11th grade English teacher Another example is Stone Child College I’m not sure if any of you are familiar with Stone Child College, but in 2013, Stone Child College started to engage in a three-year process of designing and developing comprehensive curriculum on historical trauma, with the ultimate goal of individual and community healing So at college, which is an indigenous native tribal college, all 1st-year students created a project that really started from a spiral model, as you can see in the lower right-hand corner, where they started with the students’ experience, then looked for patterns from a socio-historical context, added new information and theoretical frameworks, then developed and practiced skills and strategies to interrupt historical trauma in themselves, and then applied to action So this is the way that we’re seeing literally a trauma-informed lens be the cornerstone of a pedagogical practice And these three questions that you see on the slide are the three questions that the students grappled with in a held and contained way from a curriculum and instruction paradigm So what does historical trauma look like? How does it feel? And what does it feel like to be healed? So not only are they doing the knowledge, they are embodying the knowledge and then experiencing what it could look like from an application space Some of you might be familiar with the Bloom’s taxonomy, so I hope that some folks are nodding and smiling You either remember this for yourselves as students or from your teacher education days Or if you’ve ever applied for a conference,

usually they’ll have you say how are you moving from remembering to creating The Bloom taxonomy came out a couple years ago, and it is a framework for us to think about moving learning from just working memory knowledge integration into actual creation and applying I wanted to kind of land here for a minute because when I’m talking about curriculum and instruction, if you look at this, we’re actually also talking about deep mental health literacy and mental health treatment We move from just knowing, just knowledge of what mental health is, then we move into understanding its meaning for us and the people that we love Then we think about what problems, how could we solve these solution findings for the context of our own lives Analyzing: what are the socio-historical contemporary contexts that have created the actual experience that we’re living in? Evaluating that experience, and then creating potentially completely different ways of being That means that we are moving from just being passive recipients into actually being empowered, almost digesters of our own experience And so this, from recognizing to creating in Bloom’s taxonomy, this is the way that many teachers create curriculum We move from really basic knowledge into really advanced ways of applying knowledge that we can actually think about this in parallel to mental health literacy So if we land on this creating, which is what came up for folks when they were listening to Dr. Cariaga’s quote, we land in the creating space, we know that not only is that the most, absolutely most influential factor for academic achievement, but also for student mental health So when our young people create their own referral pathways, when they create their own treatment plans with a meaning-making partner, that’s when the difference comes There are parallel prophecies So I’m gonna take some time– I’m really excited about this, y’all; I hope that you are too; to do a spotlight into the Community Health Advocates School So Claudia Rojas is a colleague of mine and wasn’t able to be on the line with us because she is teaching, but she was the principal of Community Health Advocates School, CHAS And CHAS is a school at the Augustus Hawkins Campus in South L.A and all the following information comes from Claudia CHAS is a really unique school They are a career pathway, so they are a linked learning high school, which means that they are bridging work-based learning, project-based learning, student support, alongside a California designated career and college pathway They’re the only one in L.A that is a social work and community health advocacy school, and so they don’t only provide career pathways that ensure that students become social workers by the end of their career, but they also provide all the resources for students to get the support they need and also for their community to need So they are a college preparatory and career-based curriculum and every single, every single project, 9th through 12th grade, helps real-world learning experiences like internships and professional mentoring and job shadowing that are aligned to the social work and community health field And I’m gonna show you a little bit about what that looks like Back a couple minutes ago, I said that our student learning outcomes, so the graduating outcomes of our young people, are based in the mission and the vision of the school And so we have the mission and the vision up front and center from CHAS This is actually a picture of their students presenting at NAMI, California So CHAS, their mission is that every young person, when they graduate, feels nurtured, empowered, and inspires the future social workers and community health advocates of South Central Los Angeles So they are completely located and contextualized, and they have a vision that CHAS is gonna prepare every single student with understanding and a career pathway in contextually competent social work, behavioral health, or other community health professions in order to excel in higher education I really encourage you to look at CHAS’s website They’re very, very unique And I just wanna be clear that alongside their curriculum– their curriculum pathway, so 9th through 12th grade, they also provide tiered student supports, not only for their students, but also for teachers So they have universal services, targeted services, and intensive services, and co–concurrently [laughing] Concurrently is what I wanna say, they provide curriculum and instruction support This is when, earlier we were talking about what student learning outcomes look like, this is CHAS’s student learning outcomes So every single graduate, by becoming a graduate, will be health advocates, will be critical thinkers, collaborators, and researchers And all four of the student learning outcomes are aligned to the California Pathway Standard of Mental and Behavioral Health and for Public Health This is a pretty intensive slide, but what Claudia says is that the student learning outcomes not only inform instruction,

but they also inform school climate and culture So I’m gonna talk about health advocates as you kind of scan through some of the bullets, what that looks like in real life Students, for example, as health advocates, one of their outcomes is that students understand their own health, they’re able to advocate for improvement in their health, and a sense of urgency is created so they learn how to regulate behavior if any of those behaviors are continuing to cause them or other people harm And that when adults understand the health needs of their students, their levels of empathy increases, and they can handle minor infractions in a healthier way So it’s not just that students are becoming health advocates, but every single teacher, every single staff person is as well So we can give an example around critical thinkers Students are taught about how to articulate their problem from a solution-finding space so that if or when they are escalating, they’re able to contextualize it in a prevention and post-vention framework So they’re immersed in curriculum discussions about the disparities that face them and historical factors that have contributed to some of the oppressor systems, and then they get to figure out how to be empowered by the knowledge and use it to interrupt those systems themselves So I also wanna just name that those sort of justice practices are embedded at every single level, not just for students, but also for teachers themselves at CHAS So teachers make a commitment to lead at least one community-building circle-led advisory a week, and harm and healing circle takes place wherever a student’s experiencing conflict with either a peer or an adult, and that teachers themselves, as they were embarking on building a restorative practice culture, teachers themselves sat in circles with the facilitators to experience it for themselves as individuals, and also for the teaching staff So much good stuff here with CHAS And they’ve designed standards and project-based curriculum according to the Mental Health Recovery Framework from the Human Services Academy Model For some of you who are in the mental health profession, this should look pretty similar– or pretty familiar And basically, what they did is they took that Mental Health Recovery Framework, hope, empowerment, self-responsibility, and a meaningful role in life, and they contextualized it for what they wanted their students to be able to know, do, and be by the time they graduate So I’m gonna show you what that looks like in a curriculum space This is their essential questions for each grade: 9th, 10th, 11th, and 12th, and I’m gonna give examples of what that looks like As a summer bridge into 9th grade, all 9th graders are invited to participate in a project-based learning course called “Trauma and the Brain,” to learn about their brain, their behavior, and trauma 101 so that when they enter high school, they have most of the knowledge and the tools and the attributes to be able to navigate themselves, their own bodies, and understand the context of the work In grade 9, they take a course called, “Geography of Health,” and they do a project called “Rebuild Health OA,” where they check a building in their community and think intercurricularly, so from a multi-disciplinary perspective about what health means for their community In grade 10, they do an introduction to social work and health advocacy course and they have a project called “Collective Resilience.” In grade 11, they take Statistics for Health and I’m gonna show you in a little bit about what they do with their project on “Catcher in the Rye.” And in grade 12, they actually have an internship for an integrated job shadowing with behavioral and mental health partner, so either at local universities or at a service provider in the area so that young people are consistently held up with professional standards of the work And then they create a research project that lands with that question at the end: how will I continue to advocate for healthier communities? We’re gonna do a kind of double click into what this looks like So on the left is that 11th grade project that I just mentioned, Statistics for Health And on the right is the grief project that I mentioned that Dr. Cariaga leveraged students through And I just wanna note that this is not a better or worse This is two examples of how to use curriculum and instruction and integrate mental health standards, knowledge concepts, and practices so that young people not only understand the curriculum from a literacy standpoint, but also understand how that curriculum connects with their life and how their life connects with the curriculum And then, actually take a professional seat, right, so imagine you’re a mental health professional who specializes in adolescent health, and Holden from “Catcher in the Rye” is your client and you need to evaluate him Is he depressed? Is he anxious? Is he suffering from PTSD? And if we imagine all these questions in this prompt, what it also means is that, in the project, the instructor in 11th grade is also supporting, through an English classroom, supporting students to build their mental health literacy We also then can see on the right of what it could look like to build a social justice mental health literacy perspective

Using a grief framework, Weller’s 2015 “Five Gates of Grief,” Dr. Cariaga had her students perform Internet research and interviews and, using their own grief experience, determine what their client, their client was a character in a piece of literature, what their client is experiencing; or what the community that your client belongs to is experiencing that can support healing, which is a completely contextualized and embedded approach to understanding that we are not just individuals We are social beings, and our mental health learning and healing is all collective And again, as I said earlier, on the right, Dr. Cariaga’s prompt has students then explain how they’re going to support their client and how that can help their own community to a panel of experts Where we are landing, some key takeaways, is that, one, the concept of mental health literacy is a constantly expanding idea So right now, we’re in the coming movement of social justice mental health literacy It might be something in five years and ten years and actually what would be, even for me, what’s even more exciting is to think about how our own students are defining what it means to be mentally healthy and literate, and really listening to our young people about what that means for them and the people around them and the people that they care about We also wanna land that school mental health approaches can be, yes, comprised of services and programs, and a school’s curriculum and instruction can actually be deep opportunities for student content and learning That’s the biggie Like, if anything, that is the big takeaway And the last is that non-cognitive or non-academic, it’s all false terms So if you hear anyone say that’s a “non-academic practice,” or that department is part of “non-cognitive support services,” we actually wanna interrupt that kind of thought paradigm and really understand that all learning is integrated, that we cannot make meaning in our prefrontal cortex until we feel safe and loved and in relationship from our limbic system and our brain stems, and all of us on the line are completely together in what we need to do in order to provide student mental health learning outcomes so that each one of our young people graduates feeling seen, feeling loved, feeling empowered, and the people who provide them those services do as well I’m gonna close here and just note, and this comes also from Dr. Cariaga, who says that we have some work supporting teachers supporting their students with trauma, but most of that focuses on classroom management and not on integrating trauma-informed care into curricular content And I hope that, as we move forward, we can think it’s, again, not only about services as part of one department in school and curriculum and instruction as a separate one or college and career-going culture and career-going programs in one and trauma-informed programs in the other, but actually that they are a wholistic collective and completely intertwined I want to offer, again, this presentation, this conversation, was using an example out of California Some of these examples may really differ depending on where you come from and the communities that you’re serving, but the concept is the same So even if the examples did not necessarily lead to, right, you might think, “Well, we don’t have California Mental Health Pathway,” but there might be some ways in which we can still integrate the concept and the work together So, as you know, this webinar was part of a series This is the first “Mental Health Literacy and Student Learning Outcomes as an Introduction.” On April 4, we’re going to be having a session and I’m so excited for Leah Harris and Kelechi Ubozoh on “Trauma-Informed Suicide Prevention Strategies for Educators.” It’s gonna be an incredible, incredible session And in May we’ll have a session that focuses on how teacher collaboration with site leader schools, social workers, school counselors, principals collaborate for school wellness And then in June, and I think we have another presenter on the line with us today We have a session called “When There is One School Counselor: Strategies to Reach All Students Nevertheless,” which we’re incredibly excited about This is our contact information If you have questions for me, if you have feedback for me, if you have resources, definitely contact us here; and if you don’t have our newsletter yet, please do sign up for our newsletter And I wanted to just offer that at the end of this webinar, I did provide a lot of resources to help us move towards the kind of next step I know this was a lot of information in a short amount of time, and I tend to talk fast when I’m excited But particularly, the second piece I’d like to point out is the University of California’s Curriculum Integration project of How to Develop Future Mental Health and Behavioral Health Professionals Through Mentorships and Internships And that’s at the K-12 level And there’s a ton of curriculum that we can really support our teachers to think about that will help that trauma-informed, that brain-based,

personalized learning experience come to life And again, of course, all the references are at the end, along with information about CHAS So I am going to just pause at the contact information just so that you have it again We’re gonna close in about one minute so that Joanne can launch the evaluation and that you can give us feedback and then have the rest of your day back to yourselves But I am just so grateful that all of you joined us This, of course, is a little bit of a different way of thinking about mental health literacy and I really appreciate you being along for the ride and taking time to listen about ways that we can think alternatively, creatively, and most importantly, holistically about this work So thank you, everyone, so much