Why should I care about Mental Health?
 "School systems are not responsible for meeting student’s every need. But when the need directly affects learning, the school must meet the challenge." – Carnegie Council Task Force (1989)
Children who arrive at school with mental health, emotional, and/or behavioral problems present with a barrier to learning that can prevent them from succeeding in school and in society. This barrier must be addressed by a collaborative effort of schools, families, child-serving agencies, and the broader community. Collaborative approaches that address the positive development of all children, include early identification of problems, and provide for intensive interventions will strengthen the nation’s families, schools, and neighborhoods and provide all children and youth with an equal opportunity to develop to their fullest cognitive, social, and emotional capacities.
Results from a government funded study show that a nurturing social environment in childhood, good early education, and academic success in school are related to protecting the mental health of youth. Children and adolescents with mental health problems are most often handled by the school or juvenile justice systems, which are generally ill-equipped to recognize and address mental disorders. Recent studies have indicated, however, that between 70 and 80 percent of children with diagnosable mental disorders who receive mental health services are served within the school system, primarily by school psychologists and guidance counselors.
There are many steps schools and communities can take to create more nurturing and personal learning environments for students and to provide a safety net of supports for children and their families. The following resources provide guidance and information.
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What are Rhode Island state requirements for Mental Health in schools?
Suspected Abuse or Neglect
According to the Rhode Island Rules and Regulations for School Health Programs, any person who has reasonable cause to know or suspect that any child has been abused or neglected shall report such information to the proper authorities at the Department of Children, Youth and Families, in accordance with:
- the requirements of Chapter 40-11 of the RIGL;
- the Guide to Identifying and Reporting Child Abuse in the Schools, of the Rhode Island Department of Elementary and Secondary Education; and
- the school’s protocol for reporting child abuse or neglect. Said protocol shall specify the responsibilities of all school personnel related to child abuse or neglect such as identification, reporting, multidisciplinary cooperation, in-service training, and public awareness.
Discipline & Bullying Policies
RI General Laws §16-2-17 states that, "Each student, staff member, teacher, and administrator has a right to attend and/or work at a school which is safe and secure, and which is conducive to learning, and which is free from the threat, actual or implied, of physical harm by a disruptive student." This law gives school committees or principals the right to suspend students, subject to appeal to the Commissioner of Education.
In addition, RIGL §16-21-21 requires school committees to maintain and enforce disicpline policies in order to "foster a positive environment that promotes learning." RIGL §16-21-26 requires that discipline codes include policies and procedures meant to prevent bullying in the public schools
and requires schools or districts to provide training to staff and volunteers about the policy. This law was amended in 2008 to include cyberbullying in the policy and to allow for training to include conflict resolution and mediation techniques (see RI 2008 Public Laws, Chapter 08-150 and Chapter 08-220).
RIGL §16-21-18, §16-21-19, and §16-21-20 cover prohibitions against bringing firearms to school and penalties for violations, special rules for students with disabilities, and alternative placement and prevention activities. Also, RIGL §16-21-21.1, passed in 2007, states that penalties for violations of policies related to other weapons, alcohol, or drugs should be handled on a case-by-case basis.
Other laws and policies that are related to school safety and violence are summarized in the Rhode Island Department of Education's A Guide to Preventing Bullying, Teen Dating Violence and Sexual Violence in Rhode Island Schools. Additional information can be found in RIDE's New RI Discipline Procedures and Requirements for All Students Under IDEA 2004 and RI Legislation.
Teen Dating Violence
A new law (Rhode Island Public Law Chapter 07-287/07-490 - The Lindsay Ann Burke Act) requires school districts to implement dating violence procedures and also requires school districts to incorporate an age-appropriate dating violence education program for grades 7 through 12 into the district's health education curriculum. (See RIGL Chapter 16-85, §16-21-30, and §16-22-24).
The Rhode Island Department of Education has produced A Guide to Preventing Bullying, Teen Dating Violence and Sexual Violence in Rhode Island Schools to help schools and districts comply with this legislation (also available in Word format).
Discrimination Based on Sexual Orientation
The Rhode Island Board of Regents of Elementary and Secondary Education released a Policy Statement Prohibiting Discrimination Based on Sexual Orientation in 1997. According to this statement, "no student shall be excluded from, discriminated against, or harassed in any educational program, activity or facility in a public school on account of sexual orientation or perception of same. The policy shall apply to admissions, guidance, recreational and extra-curricular activities as well as all public educational programs and activities."
Health Education
The health education curriculum shall be based on the health education standards of the Rhode Island Health Education Framework: Health Literacy for All Students and consistent with the Comprehensive Health Instructional Outcomes. These outcomes include the following topics appropriate to grade and developmental level:
- Alcohol, Tobacco and Other Substance Abuse: the causes, effects, treatment and prevention of the use of tobacco and abuse of alcohol and other drugs pursuant to RIGL §16-22-12 and others;
- Child Abuse: the signs, symptoms and resources available for assistance;
- Mental Health: the emotional, behavioral, and social factors that influence both mental and physical health;
- Safety and Injury Prevention: the causes, effects, treatment, and prevention of behaviors that can result in intentional or unintentional injury;
- Suicide Prevention: the causes, effects, and treatment of behaviors related to suicide, pursuant to RIGL §16-22-14; and
- Teen Dating Violence: defining dating violence, recognizing dating violence warning signs and characteristics of healthy relationships, pursuant to RIGL §16-22-24. Additionally, students shall be provided with the school district's dating violence policy as provided in RIGL §16-21-30(c).
Personalized Learning Environments
The Regulations of the Board of Regents for Elementary and Secondary Education Regarding High Schools and Middle Schools require personalized learning environments, including the assignment of a responsible adult to each student, in addition to a school counselor, who is knowledgeable about that student’s academic, career, and social/personal goals. Student advisory structures are required at the middle level. Guidance can be found from the RI Department of Education's Office of Middle and High School Reform.
Lockdown Drills
RIGL §16-21-4 now requires that schools perform lockdown drills, in addition to fire drills. (See also RIGL §16-21-5).
Hazing
According to RIGL §11-21-1 hazing is prohibited. RIGL §11-21-2 also impozes penalties for school officials who permit hazing.
School Safety/Crisis Planning
According to RIGL §16-21-23, §16-21-24, and §16-21-25, a school crisis response teem shall be comprised of those selected school personnel willing to serve as members of a psychological response team to address the psychological and emotional needs of the school community. School safety plans shall include and address policies and procedures for the dissemination of informative materials regarding the early detection of potentially violent behaviors, including but not limited to, the identification of family, community, and environmental factors, to teachers, administrators, school personnel, persons in parental relation to students of the city, town, or region students and other persons deemed appropriate to receive that information; and strategies for improving communication among students and between students and staff and reporting of potentially violent incidents, such as the establishment of youth-run programs, peer mediation, conflict resolution, creating a forum or designating a mentor for students concerned with bullying or violence, and establishing anonymous reporting mechanisms for school violence.
Substance Abuse / Student Assistance Services
RIGL Chapter 16-21.3 establishes a statewide system of Student Assistance Services for junior high/middle schools.
The RI Substance Abuse Prevention Act (RIGL Chapter 16-21.2) establishes 35 Substance Abuse Task Forces to promote a substance abuse prevention program in all of the state’s 39 cities and towns, through partnerships between municipal governments, school systems and human services organizations.
Also, according to RIGL §16-21-16, teachers are protected from civil liability if they report students they suspect of being under the influence of drugs or of drug addiction to appropriate school officials.
Certification
Certification of various types of mental health service providers in schools is governed by the following:
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What are some of the best practices for schools around Mental Health?
According to the Center for Mental Health in Schools at UCLA, best practices for school mental health are comprehensive, multifaceted, and integrated approaches. Student support services should be structured to integrate with community resources and instructional efforts. The intent is to develop a full continuum of programs and services encompassing efforts to promote positive development, prevent problems, respond as early after onset as is feasible, and offer treatment regimens.
Pioneering efforts take advantage of opportunities to use categorical funds flexibly and to request waivers from regulatory restrictions. They also use specialized personnel and other resources in cross-disciplinary and collaborative ways.
The most successful schools have instructional components and management components, but also address barriers to student learning as a third set of primary and essential functions for enabling students to have an equal opportunity for success at school.
The National Association of State Mental Health Program Directors and the National Association of State Directors of Special Education recommend in their concept paper (Mental Health, Schools and Families Working Together for All Children and Youth: Toward a Shared Agenda) the following steps to develop a shared state agenda around mental health:
- Convene a cross-sector team to focus on mental health and school issues and to support a shared vision
- Identify ways to blend and braid resources in support of a shared agenda
- Align missions, policies and practices, deployment of resources, and action planning across agencies and share accountability
- Ensure that all personnel are well trained for their roles
- Promote leadership across systems at all levels
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What data are available about Mental Health in Rhode Island?
Quick Facts
- 2005 Youth Risk Behavior Survey data show that, among public high school students:
- 28.4% of were in a physical fight in the previous year.
- 12.4% carried a weapon in the previous month.
- 42.7% drank alcohol on at least one day in the previous month.
- 42.6% used marijuana one or more times in their life.
- 9.7% were hit, slapped or physically hurt by a boyfriend or girlfriend in the previous year.
- 25.7% felt so sad or hopeless almost every day for two weeks or more in a row that they stopped dong some usual activities in the previous year. Females were twice as likely as males to say they felt this way.
- 8.4% attempted suicide in the previous year, with females almost twice as males to attempt it.
- 5.5% did not go to school because they felt unsafe at school or going to and from school in the previous month.
- 2006 School Accountability for Learning and Teaching (SALT) data show that:
- 12% of middle school students report that not getting along with teachers is a moderate to very big hassle.
- 16% of middle school students report that they feel that they can talk to a teacher or other staff about personal or family problems most of the time or always.
- 15% of high school students report that not getting along with teachers is a moderate to very big hassle.
- 16% of high school students report that they feel that they can talk to a teacher or other staff about personal or family problems most of the time or always.
More Data
- The SALT Student Survey includes questions on school counseling and social work services, daily and transitional stresses faced by students, adjustment and self-esteem, and future plans.
- The RI Youth Risk Behavior Survey has statewide data about safety, weapon-carrying, violence, depression, and attempted suicide. The "Violence Related Behaviors" topical report and "Personal Safety, Depression, and Attempted Suicide" topical report have select data and trends from the YRBS. The “Injury" brief for schools and "2005 Update: Injury" have information and suggestions on how schools can use YRBS and other data to help prevent unintended injuries, attempted suicide and violence in schools.
- The 2006 School Health Profiles summary provides basic statewide data about policies and practices related to violence prevention in middle and high schools. More detailed information is available from the principal survey and from the teacher survey.
- The CDC's School Health Policies and Programs Study website has fact sheets related to crisis preparedness and response, alcohol & drug use prevention, suicide prevention, and violence prevention, as well as summaries of state-level policies related to healthy and safe school environments and to mental health and social services.
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I'm a teacher... Where do I go for resources on Mental Health?
This is a federal resource for professionals, parents and youth working to prevent violence committed by and against young people. It includes a page for educators with warning signs of depression, suicide, violence, teen dating violence, information about how to respond, programs for prevention, and tools.
Teen depression warning signs include:
- Sad or irritable mood
- Loss of interest in activities once enjoyed
- Large changes In appetite or weight
- Difficulty sleeping or oversleeping
- Slow or agitated movement
- Loss of energy
- Feelings of worthlessness or guilt
- Difficulty concentrating
- Frequent thought of death or suicide
Most teens experience some of these symptoms occasionally, but if a teen has a number of these symptoms for more than a few weeks, he or she is likely to have major depression and may need professional help.
Some other signs to watch for include:
- Frequent headaches, muscle aches, stomach aches or tiredness, without a medical cause
- Frequent absences from school or poor performance in school
- Talk of or efforts to run away from home
- Being bored, sulking
- Lack of interest in spending time with friends or family
- Alcohol or substance abuse
- Social isolation, poor communication
- Fear of death
- Extreme sensitivity to rejection or failure
- Increased irritability, anger, hostility, or crying reckless behavior
- Neglect of clothes and appearance
- Difficulty with relationships
- Changes in mood
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I'm a school administrator... What tools for schools are available on Mental Health?
School Emergency Planning: Preparedness,
Response, and Recovery
Rhode Island School Safety Steering Committee
March 2008
No one can predict when an emergency will occur. To ensure the safety of students, teachers, administrators and staff, every school should be prepared to handle and recover from an emergency.
The Department of Health (HEALTH), the Department of Education (RIDE) and the Rhode Island Emergency Management Agency (RIEMA) developed School Emergency Planning to assist schools in emergency planning, response and recovery. The guidelines contained here provide a step-by-step model for individual schools to develop their own School Crisis Response Plan (SCRP) and to evaluate plans that are already in place. Applying the information in this guide will help maximize the health, safety, and welfare of students, staff, and visitors when confronted with an emergency situation.
Download the entire guide:
Or download each section individually:
- Introduction
 
- Preparedness
- Response
- Recovery
- Glossary, References, Websites and Templates
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thrive report
The February '07 thrive report focuses on Mental Health and bullying.
The October '07 issue focuses on School Safety.
Improving Academic Achievement through Social and Emotional Learning: The Healthy Schools! Healthy Kids! Guide to Profiles and Practices of Rhode Island Educators
This guide was developed to showcase how some educators have used social and emotional learning to improve the school climate and to boost academic achievement.
Higher Education Faculty Resource Guide: Improving Academic Achievement Through the Pre-Service Training of Teachers and Mental Health Professionals in Rhode Island
The purpose of this resource guide is to promote the preservice training of educators and school mental health professionals in the theory and practice of character education and social and emotional learning.
Health Education Curriculum Analysis Tool (HECAT)
The HECAT can help school districts, schools, and others conduct a clear, complete, and consistent analysis of health education curricula based on the National Health Education Standards and CDC’s Characteristics of Effective Health Education Curricula. The HECAT includes an Alcohol and Other Drugs Module.
Health, Mental Health and Safety Guidelines for Schools
The purpose of these guidelines is to help those who influence the health and safety of students and school staff while they are in school, on school grounds, on their way to or from school, and involved in school-sponsored activities.
These guidelines were developed by more than 300 health, education, and safety professionals from more than 30 different national organizations as well as by parents and other supporters.
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Where can I learn more?
UCLA Center for Mental Health in Schools, Department of Psychology, University of California-Los Angeles
This site includes an overview of mental health in schools, resources, networking opportunities, policy reports and more.
Center for Health and Health Care in Schools
This center
has a section on mental health services with information, resources and tools useful in building school-based programs.
US Department of Education, Office of Special Education Programs
This site addresses the needs of people with disabilities of all ages and provides an array of supports for school districts.
Substance Abuse & Mental Health Services Administration
This site provides a wealth of information and resources related to mental health and substance abuse.
Center for School Mental Health Assistance at University of Maryland School of Medicine
This organization works to strengthen policies and programs in school mental health to improve learning and promote success for youth.
National Institute of Mental Health (NIMH)
This website
has an online resource list of publications related to child and adolescent mental health and a series of monographs on promising practices in children’s mental health.
Children’s Mental Health Education Campaign
A four-year national public education campaign sponsored by National Institute of Mental Health to increase awareness about the emotional problems of America’s children and adolescents and gain support for needed services. For free information including publications, references and referrals to resources call
1-800-789-2647 or go to the website.
Office of the U.S. Surgeon General
Includes the Report of the Surgeon General’s Conference on Children’s Mental Health: A National Action Agenda, and Youth Violence: A Report of the Surgeon General.
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Whom do I contact for more information?
Midge Sabatini, Ed.D.
Manager, Coordinated School Health Program
Rhode Island Department of Education
401-222-8952
Midge.Sabatini@ride.ri.gov
Rosemary Reilly-Chammat, Ed.D.
Program Manager, Initiative for Healthy Youth
Rhode Island Department of Health
401-222-5922
Rosemary.Reilly-Chammat@health.ri.gov
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