By Ingrid Padgett, Communications and Program Strategist, New England MHTTC, and Martha Staeheli, Director, School Mental Health Initiative, New England MHTTC Many schools are refocusing school-based mental health supports with an equity lens in order to offer resources that consider the holistic academic and emotional needs of students. This focus on equity has emerged from a growing awareness of the stress and anxiety gripping so many students and families, the role of trau

To Create Sustainable School Mental Health Systems By Dana Asby, Education Coordinator, New England MHTTC Decision-makers for education systems at the federal, state, and local level are focusing on reducing the gaps in support for youth mental health as next school year’s budgets are being decided. Administrators are grateful for increased funding being directed towards school mental health, however, the complex and often convoluted ways this funding is being delivered has c

By Stacy Champey, Manchester Public School MTSS District Coach, and Dana Asby, Education Coordinator, New England MHTTC Educators and administrators are increasingly asked to deliver more than the academic instruction their teacher preparation courses readied them for to provide the holistic education we now understand best serves students. Providing a single day of professional development and a thick curriculum manual rarely leads to fidelity in the implementation of social

Bringing Sustainable Social Emotional Learning Practices to Manchester Public Schools Through MTSS Coaching By Hailey Jordan, Research Assistant, New England MHTTC, and Dana Asby, Education Coordinator, New England MHTTC Schools and districts around the nation have been adopting the Multi-tiered System of Supports (MTSS) to address the needs of their unique school communities for many years. Manchester Public Schools wanted to enhance the efficacy of the evidence-based practi