All school staff are considered mandated reporters

As clinicians, we need to obtain informed consent, including a clear explanation of mandated reporting.

Teachers & staff members are often anxious to call child protective services, but the person who received the first report must make the call.

A school-based clinician may support the staff member in making the call, but should not be given second-hand information to do the call on behalf of the staff member

Reports to child protective services should not be used as a threat to get parents to comply.

Poverty is not neglect. Calling child protective services for food insecurity, homelessness, or other issues rooted in poverty is inappropriate.

Calling child protective services because a child is truant should be considered only when you suspect a parent is preventing the child from attending school.

School Stability: Children in out-of-home placements (ie. foster care and kinship care) have the right to remain in their school.

Transportation must be provided from placement to their school. This is coordinated by the child welfare agency and the school. 

If a child is in placement inquire who the educational rights holder is. This may still be the parent, a legal guardian, or the child welfare agency.  

Children in placement have the right to continue to participate in extracurricular activities.

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(Rosales, 2023) (Department of Education)

Children in the child welfare system are more likely to have complex trauma that may result in mental health disorders, substance use disorders, learning disabilities, and behavioral challenges. 

66% of children in the child welfare system eligible for mental health services do not receive them.

School-based clinicians may fill the gap by being more accessible to the child.

Seeing a mental health provider who is separate from child welfare agencies may be perceived as less threatening and stigmatizing.

School-based clinicians can work closely with the student, child welfare case worker, family, and school to support the child's social, emotional, and learning needs since school is typically the most consistent place in the child's life.

Visit The National Child Traumatic Stress Network for evidence-based interventions for working with children who have experienced trauma.

Children who have experienced abuse, neglect, & child welfare involvement do not trust easily but want to form therapeutic relationships (Sapiro, 2020).

Consider engaging students through clubs & activities like arts & crafts, video games, holiday parties, & field trips to build rapport.

Be consistent & allow them to come to you. Reinforce that services are voluntary.

Counseling should proceed slowly and at the student's pace. They have been forced to tell their story to many adults they often do not see again. Remind them they should only share what they want when they are ready.

Students should not be seen by interns when it is avoidable. Continuity of care is extremely important, and when possible the same school-based clinician should remain with the student throughout their time in a school building.