A focus on the whole child.

ASCD defines the whole child approach as, "policies, practices, and relationships that ensure each child, in each school, in each community, is healthy, safe, engaged, supported, and challenged." This means that we support students beyond academics and include social-emotional wellness as part of our overall programming.

In response to our district's Youth Risk Behavior Survey (YRBS) results, we are taking steps forward to place more focus on social and emotional wellness. As reported in our YRBS data, students are in general, less happy and indicated an increase in depression and anxiety. As we already know, depression and anxiety lead to more risky life decisions, such as drug and alcohol abuse, and suicidal ideation. Our committee has identified a social and emotional learning curriculum that our teachers, support staff, and administration will begin to implement next year. The curriculum and training are aimed at early intervention and education.

Our district has also been working with community stakeholders to bring a mental health expert to our rural community. Like most rural communities, we lack the services that are available in the urban hubs throughout North Dakota. I should mention that when I discuss the lack of mental health services with my peers in urban areas, they too find it difficult to obtain these type of services for students. The lack of services impacts both rural and urban areas across North Dakota. In most situations, children and adults within our community have to first travel to Minot (60 miles away) to setup their appointments and attend therapy sessions. The travel is a major barrier for many families wishing to seek help. Based on these barriers and our work over the past year with our community stakeholder group, we have been able to secure funding for a clinical counselor that will be shared between the school district, Pierce County Social Services, and the Heart of America Correctional and Treatment Center. We have hired an individual that will start in August. They will provide individual and group counseling as needed. We also want to make sure that this individual has set aside time for immediate therapy as concerns arise. We don't want any barriers for children and parents.

When students are unable to regulate their emotions and struggle in social situations they often struggle academically. Similar to teaching students math and reading skills, we need to teach skills to help children regulate their emotions and understand social situations. We believe we are making positive strides by teaching social-emotional skills and removing barriers for accessing mental health services. The YRBS data are alarming and it is our duty to place more of a focus on the whole child. This is a work in progress and we are excited to see where it goes.

Link to a previous blog on our YRBS Data