برچسب: Wellness

  • UC Riverside’s new health center at forefront of national student wellness trend

    UC Riverside’s new health center at forefront of national student wellness trend


    The lobby at UC Riverside’s new Student Health Center.

    Credit: Stan Lim / UC Riverside

    A newly built $36 million student health clinic at UC Riverside aims to provide a wide array of medical and mental health services in an attractive building that showcases views of nearby mountains. The two-story Student Health and Counseling Center includes a food pantry, a pharmacy, an outdoor balcony for meditation and waiting rooms that look like hip hotel lobbies. 

    And beyond serving Riverside students, it may become a national model of how campuses are investing more resources to keep their students physically and emotionally well in the post-pandemic era, experts say.  

    The 40,000-square-foot clinic will provide “one-stop shopping for wellness” that integrates physical and mental health services, said Denise Woods, UC Riverside’s associate vice chancellor of health, well-being and safety. During a recent tour, she said she expects that the building will make it easier for a student to tap into multiple types of services.

    The new UC facility replaces a 60-year-old building that is half its size and was built when the student population, now about 27,000, was much smaller. Paid for by UC bonds and other funds, the clinic centralizes services that had been scattered around campus and moves them closer to dormitories for students’ convenience.  

    Credit: Stan Lim / UC Riverside

    The new Student Health Center at UC Riverside.

     Nadia Colón, a fourth-year psychology and law and society double major who is a student senator, said many students have been looking forward to the new building, which opened last month. “I think it will be perfect for students who need medical or counseling help,” she said. The old, smaller building has some good services, but “the new building, from what I have seen, is updated and has more resources.”

    The medical health clinic and pharmacy are on the first floor along with a satellite food pantry for students who need food or household supplies to get through the week. Mental health counseling rooms are on the second floor, with extra soundproofing so passersby cannot hear therapy sessions. 

    Helps with recruiting

    Experts say the new health center is an example of how colleges and universities are emphasizing students’ medical and psychological wellness much more than in the past, particularly after the challenges posed by the pandemic and the emergence from it. In the long run, they say, such attention pays off for the schools, helping to recruit new students and improving graduation rates and alumni relations.  

    For a long time, we’ve known that physical and mental health and well-being are an important part of academic success, retention and graduation. It’s been shown that when students are physically and emotionally well, they perform better,” said physician Michael Huey, former interim chief executive officer of the American College Health Association and former executive director of Emory University’s health and counseling services. 

    More universities are renovating or replacing old health facilities and grouping services under one roof, he said. For students seeking medical or counseling assistance for the first time without their parents’ guidance, encountering a “modern, spacious, clean and professional-appearing center” helps them get past initial fears, Huey added. And ensuring privacy in counseling rooms helps to ease the stigma some young people might feel about reaching out for emotional help, he said. 

    New health centers can also bolster new enrollment, according to Richard Shadick, who is a board member of the Association for University and College Counseling Center Directors and director of the counseling center at Pace University in New York City. “I think having a new building that addresses the needs of students, the physical and psychological needs of students, is a great idea. More and more families are looking at the wellness services provided by schools when making a decision about where the students go to college. It’s become rather common for that being a selling point for a college or university,” he said. 

    Credit: Stan Lim / UC Riverside

    The pharmacy at the Student Health and Counseling Center.

    National surveys by the American College Health Association show a significant drop this past spring in the rate of undergraduates who rated their health as very good or excellent compared with 2020: 47% compared with 55%. However, it shows that the most common health ailments are not life-threatening at their age, such as allergies, back pain, sinus infections and colds.  

    On the psychological side, more students are coming to college already having experience with mental health counseling or medication. Research by the Center for Collegiate Mental Health, which is located at Penn State, showed that about 60% of students who use college counseling services had been in prior mental health treatment, compared with 48% about a decade ago. Social anxiety among students is on the rise, fueled by social media and concerns about coming back to in-person classes after isolation during the pandemic, according to the center. 

    Credit: Larry Gordon / EdSource

    Dr. Kenneth Han, UC Riverside’s chief medical officer in the new clinic.

    At UC Riverside, the new center’s layout placing counseling on a separate floor provides privacy, but the easy proximity to the medical floor also can help physicians and counselors to work closely together and with patients if need be, said Kenneth Han, UC Riverside’s chief medical officer.

    “It’s not just about a specific ailment. It’s so much more than that for (a student) to be successful. How are things going in with your classes? With your friends? With your professors? I can see you for your diabetes, your cough, your cold. And we will talk about all those things,” he said. 

    Last year, about 1,840 students a month came for medical visits and about 590 for counseling and psychological care, the campus reports.

    The center handles mainly routine illnesses and injuries like flu, urinary tract infections, stomach pain and sprains and offers vaccinations and birth control. It sends students to local hospitals for emergencies and surgeries.

    Credit: Stan Lim / UC Riverside

    The Student Health and Counseling Center has 25 exam rooms, more than twice that of the old building.

    For example, the center’s doctors will not reset bones and will stitch wounds only if away from the face or hands, officials said. It is open weekday daytime hours, although a nursing phone line is available around the clock, seven days a week, and students may be referred to off-campus urgent care centers on nights and weekends.

    Fourth-year student Allison Escobar, a psychology major from Redwood City, said she thinks the new building will attract more students. Recently she worked there as part of a team preparing the center for its opening. It is a big improvement over the old one, which she said “had a lot of things wrong with it.”  Here, she said, students especially appreciate the improved and soundproofed counseling rooms. “Students care about their privacy during what they are going through. A lot of consideration for privacy is a huge thing,” she said.

    Counselors respond to mental health emergencies

    Set to launch within months, a new emergency response team of mental health professionals — rather than campus police — will be first responders to most mental health emergencies such as a suicide threat or depression. In response to systemwide UC policies enacted two years ago, all UC campuses have formed or are starting similar teams.

    Credit: Larry Gordon/EdSource

    The van of the new crisis response team at UC Riverside.

    That is now the preferred alternative to dispatching uniformed police in patrol cars whose presence sometimes escalates a situation, although police are available to counter any violence, officials say. The Riverside campus experiences about four such emergency episodes a month on average.

    The new emergency intervention team will have offices in the health center, and its blue van is parked just outside, painted with a rainbow logo declaring “UCR Health, Well-Being & Safety, Supporting Student Success Holistically.”  

    “We want the right people to address the right issues,” Han said. “If there is an underlying mental health issue, we don’t necessarily need to have security get involved.”

    Bringing in the outdoors

    The clinic was designed by the HGA architectural firm, which has several offices around California, and was built by Turner Construction. Kevin Day, the project’s design principal architect at HGA, said it was important to provide views of the Box Springs Mountain Reserve, a large park next to campus, through the lobby’s glass walls and big windows as well as to have an outdoor courtyard and balcony with shade. Appointment windows on both floors look like contemporary theater box offices, and the interiors are painted in cool pastel shades.   

    Connecting the clinic to the natural landscape “becomes a part of the healing process. It is really about creating a welcoming environment,” Day said. Knowing that coming to a medical appointment can be stressful, his team’s goal was to design a building that would help “lower the blood pressure.” 

    The building takes into account the recent pandemic. The 28 counseling rooms are much larger than usual to provide safe distances between therapist and patient. Several of the 25 urgent care and primary care exam rooms have special ventilation systems to limit the spread of air-borne illnesses.

    Credit: Stan Lim / UC Riverside

    A Student Health and Counseling Center exam room.

    The soundproofing for counseling rooms is a switch from the old building, where therapists sometimes had to use noise machines to block conversations from the public. All those rooms have windows, for a brighter atmosphere. Plus, the center is developing a mobile check-in system so students who do not want to wait in a public lobby can go directly to their appointments when notified via text.

    Online counseling became more popular during the pandemic, and that will still be offered as an option. However, many colleges and universities across the nation reported overall declines in demand for all counseling services during the pandemic even as mental health problems increased. Numbers have rebounded at many schools but not to the pre-pandemic level. UC Riverside hopes to build up those visit numbers as students get familiar with the new building.

    Unless they opt out and use family or other coverage, UC Riverside students pay about $2,100 a year for campus health insurance as part of their registration fees and receive most medical services without any additional costs. All students, regardless of insurance status, can get free, unlimited counseling sessions, although most usually need only four to six visits; that is funded through the mandatory $410 annual student services fee.





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  • Q&A: How new wellness coaches expand mental health support in California schools

    Q&A: How new wellness coaches expand mental health support in California schools


    Credit: Alison Yin/EdSource

    Early this year, the California Department of Health Care Access and Information introduced the new Certified Wellness Coach program, aimed at improving the state’s inadequate capacity to support growing behavioral and mental health needs in California’s youth. 

    The program is part of the historic five-year, $4.6 billion state-funded Children and Youth Behavioral Health Initiative, of which the Department received $278 million to recruit, train and certify a diverse slate of mental health support personnel, or certified wellness coaches, in schools and community-based organizations across the state. 

    Dr. Sharmil Shah, assistant deputy director of behavioral health for HCAI.
    Sharmil Shah, assistant deputy director of the California Department of Health Care Access and Information.

    According to Sharmil Shah, assistant deputy director of the California Department of Health Care Access and Information, certified wellness coaches work under a care team of licensed clinicians and professionals in pre-K, K-12 and post-secondary school settings. Most coaches have relevant associate or bachelor’s degrees in social work and human services and are trained in nonclinical behavioral health support. 

    Shah says the program strives to become a long-term response to a long-term crisis in California — that rates of anxiety and depression among the state’s children shot up by 70% between 2017 and 2022, and that following the COVID-19 pandemic, many adolescents experienced serious psychological distress and reported a 20% increase in suicides. 

    As part of a five-year initiative’s broader push to redefine student success, the program builds on research that behavioral interventions also improve academic performance and attendance in schools. In fact, anxiety, depression and mental health are the top health-related drivers of absenteeism since the onset of the pandemic, according to the Los Angeles Trust for Children’s Health. Simply put, students who feel better do better in school. 

    EdSource interviewed Shah about the new wellness coach program. Her remarks have been edited for length and clarity. 

    Describe the Certified Wellness Coach program. What can young people expect from the new wellness coaches?

    Certified wellness coaches are meant to be an additional, trusted adult on a school campus — whether it’s an elementary school, middle school, high school or a college campus. This is a person that young people can turn to in times of need. Coaches would offer preventive and early intervention services and are intended to support a child or even a 25-year-old before a severe behavioral health need arises. 

    Some of the things that a parent or a child might see are classroom-level presentations, supporting school counselors with [mental health] screenings, individual and small group check-ins, wellness education and referrals to advanced behavioral health providers in times of crisis, among many other services. 

    What are the two types of wellness coaches, and how are their roles different?

    There is a Certified Wellness Coach 1 and Certified Wellness Coach II. The Certified Wellness Coach 1 offers entry-level behavioral health supports, such as structured curriculum, to small groups or classrooms, which are focused on wellness promotion and education, mental health literacy — understanding the language of mental health — and life skills. They also support screenings for young people, connect them to behavioral health resources and professionals. If it becomes apparent that someone has a more significant need for behavioral health services, they’ll do a warm hand-off to a higher level of care.

    The Certified Wellness Coach II provides a little more in-depth prevention and early intervention support to children and youth. They provide structured curriculum for groups or classrooms that’s focused on enhancing awareness of common behavioral health conditions like depression, anxiety. The Certified Wellness Coach II can help young people overcome maladaptive thinking patterns, distraction strategies and emotional regulations, and are able to do higher level interventions than a Certified Wellness Coach 1. 

    To support a mental health screening, a Certified Wellness Coach 1 can give the child some information about it, but they won’t administer the questions. The Certified Wellness Coach II can actually facilitate a screening process, be in the room and get everything set up, but they must still all be under the guidance of a school counselor who has qualifications to administer the screening and ask the questions, for example. 

    Why was it important to implement the program at all levels of schooling — from early education to community college? 

    It’s essential for children and youth to get help earlier on in the continuum of care, especially before a crisis arises. We believe that by supporting them at a younger age, we can provide them with the tools and skills to support their behavioral health and build resilience as they age. Wellness coaches can support youth through all the different changes, not only as related to age, but to life in general. We start at a very young age and then continue to an age where they can actually remember and hold onto the skills that they’ve learned. 

    How did the pandemic shape your vision for the program?

    For students, we saw increased levels of anxiety, depression, social isolation, a disruption in their education, economic difficulties, and, of course, a lot of loss and grief. Children and adolescents lost family members who did not survive the pandemic. From research, we knew that there was already a youth mental health crisis in the state of California. The pandemic exacerbated it.

    One system alone cannot address these challenges, but the school system is where all the kids are. There’s just not enough school personnel to address the need across the state. Through the development of this workforce, we hope that we can complement the incredible work that the educators are already doing by being a partner in their students’ health. Our wellness coaches can focus on social isolation, anxiety, feelings of sadness, and feeling connected and able to talk to somebody. 

    In a 2022 survey, about 55% of teachers said they would retire earlier than planned due to burnout from the pandemic. Could wellness coaches help relieve some of that ongoing burnout?

    I was a PTA president, and I was in those environments in which I saw that there’s a child in the classroom that clearly looks like they need behavioral health services, and the teacher is spending maybe 90% of his or her time on that student, and the rest of the [students] are just kind of running around in circles. The current counselor-to-student ratio in California is about 1 to 464. It’s impossible, and it’s nearly double the recommended ratio. As the staff that spends the most time with students, the burden of supporting student behavioral health often falls on the teacher. That’s just not sustainable. That’s not helpful for the teachers, and they can’t do their job. By adding additional behavioral health professionals on campus, like wellness coaches, we can hopefully alleviate some of that burden and allow teachers to focus on the academic success of their students. 

    How will certified wellness coaches serve youth from multilingual or multicultural backgrounds? Will coaches reflect the demographics and experiences of their school’s student body?

    Equity and effective access to care is a cornerstone of our programs. We have been recruiting diverse candidates to become wellness coaches and making sure that we adequately address cultural responsiveness and humility as part of their training. We have done very extensive marketing and outreach campaigns that use a variety of channels and messaging to get to as many populations as we can, including underserved and underrepresented communities. 

    We also selected our employer support grant awardees, mostly schools and some community-based organizations, based on geographic spread, to make sure that all 58 counties were represented and could hire coaches. And then we also provided special consideration to Title 1 [low income] schools, organizations whose staff speak multiple languages, and organizations that support Medi-Cal students. And then we had two scholarship cycles to support students who wanted to become wellness coaches. We [will support] their tuition and living expenses, especially for those who came from different backgrounds or didn’t have a lot of resources.

    We are also partnering with California community colleges, which offer resources and support for underserved and underrepresented populations to enter the wellness coach system. What we found in our research is that 65% of their students were classified as economically disadvantaged. So we’re already addressing those groups. 

    And as part of our certification requirements, we’re focusing on specific degrees such as social work, human services and addiction studies, which already include cultural responsiveness and cultural humility as part of their key learning outcomes. What we’ve heard anecdotally from a lot of young people is that, “I don’t see myself in the people that are helping me or serving me,” and we want them to feel safe and comfortable with the person that they’re talking to. 

    Where are you in the rollout of the program?

    In February 2024, we launched the certification program for wellness coaches. As of Sept. 17, we have certified 383 coaches, and that number is steadily growing. We’ve done so much outreach and engagement and social media blips and radio ads, because we need to be able to reach the young people where they are. As of August, the Department executed 64 21-month grant awards of $125 million to employer support grants for schools and community-based organizations to hire wellness coaches. That will fund the placement of more than 1,500 certified wellness coaches between this school year and next school year. And then, also, in August, we awarded 99 individuals with scholarships totaling about $2.8 million for those pursuing degrees with which they apply to become a certified wellness coach. 

    How can the program address broader post-pandemic issues such as chronic absenteeism and declining school enrollment?

    We’re hoping that wellness coaches will strengthen young people by providing them with a safe place to share their fears and teaching them the skills necessary to cope with life’s challenges. We believe that equipping them with these skills will decrease absenteeism, help them focus on their schoolwork and also be able to have them integrate themselves into the school environment. Young people with behavioral health conditions are sometimes isolated, bullied, made fun of and may not even like school as a result of all of those things that are going on. If they have a safe place, a safe adult, a safe person that they can talk to about some of the feelings they have, they will be happy to come back to school, look at it as a place of learning and a place to make friends. 

    What kind of challenges do you foresee in keeping the program running and successful?

    Sustainability. Everything runs on the mighty dollar. We are in the final years of the [Children and Youth Behavioral Health Initiative] right now, and we can use those funds to sustain the program for probably another year or two. We are actively partnering with the Department of Health Care Services, and other state departments, to make certified wellness coaches’ services billable through Medi-Cal [and commercial insurance], which will support sustainable financing in our schools [beyond the five-year initiative].

    Extensive research has demonstrated that students who feel like they belong in schools perform better in the classroom and have better rates of attendance. This not only benefits the student, but it also potentially benefits the schools in retaining coaches, as school finances are based in-part on school attendance.

    What kind of feedback have you received about the program?

    I had a student who said, “I didn’t really feel like there were a lot of places to go to, even though they had help available. I didn’t trust people to confide in.” You never want people to feel like they have nowhere to go or that they’re alone. This was a student who would then become a wellness coach. Another student who became a wellness coach said that she didn’t feel there was enough support when kids needed help where she lived. She said, “If I’m struggling, I want to know there’s someone there for me if I genuinely need it.” She said she’s had really hard days, but being able to open up and talk about it makes the world seem a little more colorful. It makes her feel lighter on her feet. 

    We had some parents indicate that wellness coaches are a great way to give back to the community, because they’re giving back to our future, our children. It’s helping them be productive members of society and be the best version of themselves.

    This story was updated for clarity.





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  • Wellness coaches take on youth mental health problem in rural California

    Wellness coaches take on youth mental health problem in rural California


    Students work on homework during an after-school program in Chico, the largest city in Butte County. (File photo)

    Credit: Julie Leopo / EdSource

    At 14, Charlotte Peery dropped out of high school. 

    “I was one of those silent sufferers,” Peery said. “I was battling with addiction, and once I finally decided I couldn’t go to school anymore, there wasn’t anyone around to say, ‘Well, let’s see what we can do’.” 

    It took another four years for Peery, raised in rural Tehama County, to return to school and enroll in an alternative education program. There, she met a counselor who provided the academic guidance and mental health counseling she needed to graduate from high school. Peery has since started earning her bachelor’s degree in social work and has become one of Tehama County schools’ first certified wellness coaches. 

    “When I had the opportunity to apply to be a wellness coach — it was everything I’ve always wanted to do — to provide the kind of support that I lacked when I needed it most,” Peery said.

    As an entry-level wellness coach, Peery provides students with nonclinical support such as quick check-ins, screenings, referrals to specialists, structured mental health curriculum and outreach to their families. 

    Peery’s role is part of the state’s $4.6 billion Children and Youth Behavioral Health Initiative, for which the Department of Health Care Access and Information received $278 million to recruit, train and certify a diverse slate of mental health support personnel, known as certified wellness coaches, for schools and community-based organizations. Since February 2024, the department has hired over 2,000 certified wellness coaches. 

    “The wellness coach program helped define what coping skills and home-to-school services I could focus on,” said Jacque Thomas, who serves as a certified wellness coach II and is able to provide more in-depth services to students, such as individual 30-minute sessions focused on coping skills, goal-setting and life skills. 

    According to a 2021 study, 45% of California youth between the ages of 12 and 17 reported having struggled recently with mental health issues. The overall suicide rate in Tehama and neighboring counties is more than twice the state average, and according to a 2017-2019 survey, more than a third of 11th graders in Tehama County reported feelings of depression.  

    Research shows that children ages 2 to 8 in rural communities consistently have higher rates of mental, behavioral and developmental disorders than children in urban communities, largely due to financial difficulties and geographic isolation. Students in Tehama County tend to start struggling with mental health issues at a younger age, said Savannah Kenyon, a parent to a fourth grader and an education behavior assistant at Red Bluff High School. 

    “Our neighbors could be acres and acres away, and we don’t know them by name — so there’s a lot less socializing,” Kenyon said. “A lot of our students also come from a family of addiction or have to be the providers for their families.” 

    In Tehama County, nearly 1 in 5 children, and a third of children under the age of 5, live below the poverty line. The county also ranks sixth in California for the number of children who have experienced two or more adverse childhood events, such as abuse, neglect, substance use or mental health problems, known to have lasting impacts on health and well-being. 

    “It’s hard to see our children dealing with adult problems, and as a result, adult mental health problems, way younger,” Kenyon said. 

    Wellness coaches like Thomas and Peery try to understand students’ needs as they evolve. Thomas said that in the past school year, they saw an increase in students referred for substance use intervention, mirroring troubling rates of adolescent drug use and fatalities in the U.S.

    In response to the increase in referrals, Thomas and Peery decided to become trained in Mindfully Based Substance Abuse Treatment, a program focused on building emotional awareness and examining cravings and triggers in youth substance use. In the process, they also learned about students dealing with unhealthy relationships or domestic violence at home. In response, Peery developed and ran a 16-week curriculum in three schools and a juvenile detention center, teaching students how to identify and respond to issues like abuse and family trauma.  

    Charlotte Peery, certified wellness coach I in Tehama County.

    Peery is often the first point of contact for a student struggling with mental health issues. On paper, her job spans the next two or three steps in the process — a mental health screening, a mindfulness and stress reduction session, or a referral to a specialist. But in practice, she hopes to strengthen the long-term network of care available to students. She has partnered with the Tehama County Department of Behavioral Health, which provides substance use recovery treatment, and Empower Tehama, which helps victims of domestic violence, for example. 

    “I’m making connections with drug and alcohol counselors and becoming more aware of which clinicians are accepting new clients once students transition out of our program,” Peery said. “To have that open communication, I’ve seen a huge shift in the way all of our partners are working together.” 

    School-based support is likely the most effective way to reach Tehama County students in need, she said, because most families cannot easily access major services, in part due to a disproportionate shortage of mental health providers, 

    “We’ve been able to provide more services to the farthest outreaches of our community and helped build rapport with every school,” Thomas said. “We go out to all 33 schools in the county to provide check-ins and open up the doors for our clinicians to meet with high-need students.” 

    Early intervention matters 

    After her daughter’s school shut down at the onset of the Covid-19 pandemic, just as she was starting transitional kindergarten, Kenyon noticed that her daughter was missing some key developmental milestones. 

    “We were realizing that the kids were not socializing at some of their peak times when they should be learning social skills,” Kenyon said. “I knew at an early age that she was going to be struggling with her ADHD (attention deficit hyperactivity disorder), so we knew that starting young was going to be the best way to help her in the long run.”

    Early intervention for Kenyon’s daughter began with a screening and diagnosis of ADHD. From there, she said, her daughter’s counselor and teacher helped with little things like — motivating her through action-oriented feedback on her work, or teaching her mindful, deep breathing when she feels anxious — that allowed her daughter to handle emotional distress as well as social expression and inattentiveness in the classroom on a day-by-day basis.   

    “We’re always having open communication with the counselor or teacher. Being able to tell them, ‘We struggled last night, so she might be a little tired today; she might be a little bit emotional,’ has been imperative to her success,” Kenyon said. 

    Research shows that early, multidisciplinary interventions, such as a combination of school-based programs and family support initiatives, significantly reduce the risk of carrying mental health disorders into adulthood. 

    School shutdowns during the pandemic compounded the youth mental health crisis in California. About 65% of young people with depression did not receive treatment during the pandemic, while the rate of suicide among adolescents rose by 20%. 

    “We saw heightened anxiety, depression and delays in social development for students that had gone longer without intervention than they typically would have if they were on a school campus,” said JoNell Wallace, school mental health and wellness team coordinator at the Tehama County Department of Education. “We’re now starting interventions in third or fourth grade that we would’ve caught in second grade.” 

    Jacque Thomas, certified wellness coach II in Tehama County.

    Despite the additional support, Thomas said she has been flooded with students approaching her for help (“which is amazing,” she adds) and that students’ needs in Tehama County are still outpacing available staff and services at schools. She frequently eats in her car on the way to a counseling session, or sometimes skips lunch altogether, to fit another student into her schedule. 

     “You start to get stretched thin, and I don’t want any one student to have to be on a waitlist,” Thomas said.

    Understaffing has also underscored the weaknesses of the referral system, a process through which schools assess students and refer them to wellness coaches, depending on the level of support they need. Schools do not always connect students to the support they need because of how time-consuming referrals can be.

    “I think schools would much rather prefer it if we were on site,” Thomas said. “And that’s the goal — that more schools are qualified to have more wellness coaches, so their referral process will be in-house, and those services can start happening with a lesser barrier.”

    There will be some relief starting this fall, when five additional certified wellness coaches will be placed at elementary and middle schools in Tehama County. Kenyon said the expanded service is a win for students like her daughter. 

    “She used to hide under the table if she got any type of feedback or if she felt like she had done something wrong,” Kenyon said. “But she hasn’t done it this entire year, which is such a big change from how she would try and escape her feelings.”

    Now, with help from her counselors, coaches and teachers, her daughter comes home excited to talk about her day, feeling more confident and self-assured. 

    “Knowing that she’s coping, and for me to have help beyond just parental help — I know she’s a hundred percent supported through these programs,” Kenyon said.





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