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Navigating the School System

Each school has its own unique culture and policies that influence the school climate. To work effectively as a school-based clinician you must:

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  • Acknowledge the differing priorities between teachers, administrators, and mental health providers. This leads to ethical dilemmas for school-based clinicians. Common ethical dilemmas are discussed on this page.

  • ​Familiarize yourself with the roles and responsibilities of various school faculty. Understanding commonly used terms and acronyms in education is also necessary for working in a school. On this page, you will find a printable glossary for your quick reference.

  • Work effectively as part of a multidisciplinary team. This includes understanding the multi-tiered systems of support (MTSS) many schools use to implement supportive services including mental health support for students.

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Ethical Considerations

Hover over this box to read about ethical dilemmas you may experience.

  • Confidentiality: School-based clinicians must follow both HIPPA & FERPA. Student's and families' privacy is legally protected.

    • Ensure all documentation is stored in HIPPA-compliant platforms. Be aware of how school email and devices are monitored. Be mindful of documenting on school information software that are viewable by school faculty.

    • Information from counseling sessions cannot be shared with other school personnel or agencies without student/guardian consent.

  • Supervision: Many schools do not provide clinical supervision. Furthermore, your direct supervisor may not be a mental health professional. Following your license/professional code of ethics is not negotiable. You may need to contract with a clinical supervisor outside of your district.

  • Mandated reporting: School staff must report suspected abuse and neglect to child protective services. Many staff members become anxious to make reports, but the person who received information firsthand must make the report.

  • Informed consent-Informed consent must be obtained before providing services except in the cases of an emergency. In case of an emergency, informed consent should be obtained as soon as possible.

  • Discriminatory practices-BIPOC students are more likely to experience harsh disciplinary practices and are more likely to be placed in more restrictive educational settings.

Image by Pisit Heng

Glossary of Commonly Used Terms & Acronyms in Education

Multi-Tiered Systems of Support (MTSS)

Best Practice for Structuring Supportive Services for Students

School Supply

  • MTSS is a school-wide system used to organize the delivery of educational, social, behavioral, and emotional support to students. This framework enables schools to identify and provide varying levels of support based on individual student needs.

 

  • Universal screening methods are used as a prevention measure to ensure all students receive the support they need to succeed

 

  • A multidisciplinary team typically consists of a teacher, school counselor, administrator, child study team member, and nurse

 

  • The team assesses student needs and response to interventions (RTI) at regular intervals (typically every 6-8 weeks).

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  • Evidence-based interventions are implemented across 3 tiers to meet students' individualized needs:

    • Tier 1 Universal Prevention

    • Tier 2 Targeted Prevention,

    • Tier 3 Wrap-Around or Intensive Preventions

(Goodman-Scott et. al, 2023)

Classroom Lecture

Tier 1

Universal Prevention

The focus is on creating a healthy learning environment for all students. This includes school-wide initiatives, providing professional development for all staff, & events that will benefit the entire student body.

Tier 2

Targeted Prevention

Students are identified by educators as being in need of some additional support. This may include small group interventions and short-term individual counseling support.

Group Discussion
Psychotherapy Session

Tier 3

Wrap Around Services

Tier 1 & 2 interventions have been insufficient for addressing student needs.  Individualized and wraparound services are implemented. Connections are formed with community partners. Children may be referred for a higher level of care. At this point, students may receive a 504 Plan or be evaluated by the Child Study Team for a special education evaluation.

Storyline Audio

Visit Developing School-Based Mental Health Services to discover recommended components for supporting students' mental health needs.

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