Welcome to the center’s policy blog, a discussion space where we reach across the digital divide to share knowledge and learn more about how rural schools are successfully managing the behavioral and mental health needs of their students. By listening to and learning from rural educators like you, we bring solutions to state leaders and policymakers while developing new resources so schools can help children maximize their learning and lead healthier lives.
Each month, we reach out to innovative problem solvers who have developed resourceful solutions to the behavioral and mental health problems that impact student learning, student success, and family well-being. These educators discuss concerns that impact rural schools and offer creative ideas on how to address students’ mental health needs.
The blog is part of a grant designed to research and implement effective mental health interventions in rural schools located in Missouri, Montana, and Virginia. Through our efforts, we will generate data that can be used to link the rural education community to solutions and political leaders who can make them a reality.
In education, we frequently reference the buzzwords data and fidelity. But how much of it are we collecting, and when are we using it? Last month I was talking with my teacher friends who, like most teachers, felt like
As I visit rural schools in Montana, I hear the same concern: teachers are leaving the field in droves and communities are struggling to fill positions with high-quality staff. In last month’s blog, we talked about creating sustainable practices.
If you have worked in education for any length of time, you have surely heard a teacher say “this too shall pass” when faced with implementing something new. Teachers are wary-and rightly so when districts adopt new practices. Their
As a former farmer/rancher and avid gardener, I associatespring with the labor-intensive work of preparing the soil, planting crops, andplanning for the upcoming growing season. The fruits of my labor pay off inhigh dividends as I am ready to
Suppose you have trouble breathing. You call your doctor’s office to make an appointment and the receptionist says the doctor has a long waiting list and won’t be able to see you for at least three months. Since you
I have spent my 40-year career working at the intersection of mental health and state policy. In my current position as the Director of Policy and Special Projects at the Center for Children, Family and Workforce Development (CCFWD), I work with state and national government agencies and lawmakers to develop systems that support effective mental health and health services for youth.
Jeff Folsom
Licensed Social Worker and Attorney
I have spent my 40-year career working at the intersection of mental health and state policy. In my current position as the Director of Policy and Special Projects at the Center for Children, Family and Workforce Development (CCFWD), I work with state and national government agencies and lawmakers to develop systems that support effective mental health and health services for youth.
I have worked at the local and state level developing and implementing school mental health interventions for the past 23 years. I am currently the Director of School Mental Health Programs at the University of Montana’s Center for Children, Families, and Workforce Development.
Carol Ewen
Licensed School Psychologist
I have worked at the local and state level developing and implementing school mental health interventions for the past 23 years. I am currently the Director of School Mental Health Programs at the University of Montana’s Center for Children, Families, and Workforce Development.
The current Early Identification System model includes:
Web-based professional development and coaching to support the implementation of selected interventions