Once upon a time, in a land not so far away, there was a natural separation between mental health and academics. And in fact, mental health was often a taboo subject in general and “therapy” was a bad word. Luckily, as the “once upon a time” faded and the land that was not so far away became much more welcoming regarding topics such as mental health, the connection between academics and mental well beings became clear.
In fact, studies show that there is a correlation between academic progress and participation in mental health programs. In a study conducted by Durlak, Weissberg, Dymnicki, Taylor, & Schellinger (2011) the researchers explored the relationship between participation in a mental health program and academic progress. The study showed that students who participated gained 11 percentile points on standardized tests over those in the control group (Durlak et al., 2011). In a study by Jones, Greenberg, & Crowley, (2015), students who display high prosocial skills in kindergarten have a 50% higher probability of graduating on time and are 100% more likely to earn a college degree.
But, does that mean school should also be offering mental health services?
The National Center for Educational Statistics reports that 49% of US public schools provided mental health screenings for students in the 2021-2022 school year and 38% offered mental health services (National Center for Education Statistics, 2025). Also, schools that had a larger student population were more likely to have diagnosis services, while middle schools and high schools had an increased availability of diagnosis and treatment services to elementary schools (National Center for Education Statistics, 2025). Limiting factors include access to professionals in the field and availability of funding (National Center for Education Statistics, 2025).
The offerings also vary by state. I can only attest to Florida’s current programs which are centered on the act passed on February 14, 2018 called The Marjory Stoneman Douglas High School Public Safety Act. One main goal is to expand mental health services within the public school system, among others including extensive safety improvements and training for school personnel. The act delegates state money specifically for these purposes. I suggest you check out your own state offerings so that you know exactly what is available and where to find those resources. In addition to knowing what is going on regarding this topic in your state and districts, the number one thing parents can do is become educated so that you can understand your own child’s mental health. I realize that oftentimes, the school personnel see your kids more than you do, but the scope of that is limited as so much in identifying a mental health crisis is related to changes in behavior.
As a classroom educator, I was required to complete training specifically on identifying the signs of a mental health crisis and standard protocol related to my role in helping the student since the passage of the law in 2018. It was very eye opening and the most valuable professional development I have taken. As I write this I am reminded of the loss of several students to mental health crises over my 23 year professional educator career. As I shifted my work into special education, I have also become very attune to the signs of an incoming panic attack.
If you are experiencing that sinking feeling related to “maybe I wouldn’t know what to do,” please check out the National Alliance on Mental Illness website, which offers free, self-paced courses on the topic. No matter how much the teachers see your child, no one knows them better than you. Maintaining an open door policy so that they can come to you is also an important first step. If something does happen, what do you tell the school?
The first thing is to open the conversation with the school. You can reach out to anyone and should find the person you are most comfortable with to discuss your child’s current situation. Teachers are mandated reporters so they will have to pass this information along to school counselors and administrators. This initial conversation will open the doors for the resources allocated to the school. Many school districts have school psychologists who can offer counseling on campus or they have a relationship with another district or state agency that can provide counseling, especially those with income based needs.
As the parent, you will need to decide on the level of communication between the mental health professionals and educators. There will be permissions required on both sides. If your child needs some type of long term absence, your school’s guidance counselor can point you in the right direction. Many counties and states have a virtual option in place if a student needs to enter a homebound situation. The schools will look into an eligibility meeting related to either a 504 or IEP to maintain the student’s academic progress. My bottom line is that if your child is struggling with something regarding mental health, the academic part is secondary and can be put on hold. Your child’s wellbeing cannot.
In fact, studies show that there is a correlation between academic progress and participation in mental health programs. In a study conducted by Durlak, Weissberg, Dymnicki, Taylor, & Schellinger (2011) the researchers explored the relationship between participation in a mental health program and academic progress. The study showed that students who participated gained 11 percentile points on standardized tests over those in the control group (Durlak et al., 2011). In a study by Jones, Greenberg, & Crowley, (2015), students who display high prosocial skills in kindergarten have a 50% higher probability of graduating on time and are 100% more likely to earn a college degree.
But, does that mean school should also be offering mental health services?
The National Center for Educational Statistics reports that 49% of US public schools provided mental health screenings for students in the 2021-2022 school year and 38% offered mental health services (National Center for Education Statistics, 2025). Also, schools that had a larger student population were more likely to have diagnosis services, while middle schools and high schools had an increased availability of diagnosis and treatment services to elementary schools (National Center for Education Statistics, 2025). Limiting factors include access to professionals in the field and availability of funding (National Center for Education Statistics, 2025).
The offerings also vary by state. I can only attest to Florida’s current programs which are centered on the act passed on February 14, 2018 called The Marjory Stoneman Douglas High School Public Safety Act. One main goal is to expand mental health services within the public school system, among others including extensive safety improvements and training for school personnel. The act delegates state money specifically for these purposes. I suggest you check out your own state offerings so that you know exactly what is available and where to find those resources. In addition to knowing what is going on regarding this topic in your state and districts, the number one thing parents can do is become educated so that you can understand your own child’s mental health. I realize that oftentimes, the school personnel see your kids more than you do, but the scope of that is limited as so much in identifying a mental health crisis is related to changes in behavior.
As a classroom educator, I was required to complete training specifically on identifying the signs of a mental health crisis and standard protocol related to my role in helping the student since the passage of the law in 2018. It was very eye opening and the most valuable professional development I have taken. As I write this I am reminded of the loss of several students to mental health crises over my 23 year professional educator career. As I shifted my work into special education, I have also become very attune to the signs of an incoming panic attack.
If you are experiencing that sinking feeling related to “maybe I wouldn’t know what to do,” please check out the National Alliance on Mental Illness website, which offers free, self-paced courses on the topic. No matter how much the teachers see your child, no one knows them better than you. Maintaining an open door policy so that they can come to you is also an important first step. If something does happen, what do you tell the school?
The first thing is to open the conversation with the school. You can reach out to anyone and should find the person you are most comfortable with to discuss your child’s current situation. Teachers are mandated reporters so they will have to pass this information along to school counselors and administrators. This initial conversation will open the doors for the resources allocated to the school. Many school districts have school psychologists who can offer counseling on campus or they have a relationship with another district or state agency that can provide counseling, especially those with income based needs.
As the parent, you will need to decide on the level of communication between the mental health professionals and educators. There will be permissions required on both sides. If your child needs some type of long term absence, your school’s guidance counselor can point you in the right direction. Many counties and states have a virtual option in place if a student needs to enter a homebound situation. The schools will look into an eligibility meeting related to either a 504 or IEP to maintain the student’s academic progress. My bottom line is that if your child is struggling with something regarding mental health, the academic part is secondary and can be put on hold. Your child’s wellbeing cannot.
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