Mental Health Blog

teacher retention
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Teacher Retention in Schools

Understanding the factors influencing a teacher’s decision to leave their role is critical to developing an effective retention strategy. Although compensation is cited most often as a primary reason teachers leave their positions or seek new opportunities, feeling heard, along with recognition and various other factors, plays a role in a teacher’s decision to either stay or leave.

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Will to Wellness

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Image of two employees working on desk

June 20, 2023

Step 3: Data-Driven Systems for Mental Health Programs in Schools

Mental health in schools is a domain where the capture of progress monitoring data has traditionally lagged, with qualitative descriptions of student progress being more common than quantitative measures.
mental health awareness in schools

June 27, 2024

Step 4 – Building Mental Health Awareness in Schools

As the youth mental health crisis rages on, educators and policymakers must take quick and definitive steps to raise awareness of mental health issues in our schools, our homes, and our communities.

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outside therapeutic placement

January 3, 2025

Optimizing Outside Therapeutic Placement Spending

School districts face the dual challenge of meeting students’ diverse mental health needs while responsibly managing district resources. One of the most significant opportunities for achieving both goals lies in evaluating and optimizing the annual expenditures on outside therapeutic placements.
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culturally inclusive

December 19, 2024

A Culturally Inclusive Approach to Holidays

Deepening our cultural sensitivity is an ongoing process, and it begins with recognizing our inherent and often unseen biases. Thus, as the winter holidays approach, it’s vitally important for educators to remember that not all students celebrate the same holidays.
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sensory overload

December 12, 2024

14 Tips for Managing Sensory Overload During the Holidays

Many people love the holiday season and look forward to its boisterous excesses. Others dread the holidays and simply do what they can to endure them until everything gets back to “normal”. Most of us fall somewhere in the middle, loving some aspects and dreading others, while trying to avoid the effects of sensory overload and the stress of trying to live up to the unrealistic expectations that we often place on ourselves and others.
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When Tragedy Strikes

December 5, 2024

When Tragedy Strikes: Responding to the Needs of the School Community

In the face of unimaginable loss, leadership becomes much more than a bullet point on a job description. Despite their own grief and shock, school leaders are called upon to be a source of strength and compassion for students, for families, and for faculty and staff.
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December 1, 2024

Nurturing a Growth Mindset in Children

While a growth mindset implies the possibility of ongoing improvement, it does not suggest that there are no limitations on what a person can achieve. Not every child has it in them to become the next Einstein, even if they work very hard. But what this view does imply is that with engagement and effort and sufficient support, all kids can continue to grow and learn and get smarter in a wide range of areas.
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November 19, 2024

Understanding Depression in Teens and Children

Occasional feelings of sadness or hopelessness are part of every child’s life. It is the persistence of these feelings that should raise a red flag for parents, educators, and pediatricians, signaling the need to assess a child for possible depression. Unlike anxiety, except in its more extreme and unrelenting forms, depression is not a normal part of life.
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Case Studies

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Our Unwavering Focus on Data Collection

At ESS, we have an unrelenting focus on data, measuring results, and communicating to our partners the proven impact our programming has on mental health, school outcomes and financial sustainability.

With every ESS partner, we will:

• Set data driven goals at the beginning of every implementation

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• Monitor data along the way to look for potential risk areas so that these can be proactively addressed

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