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Data from interviews with faculty, staff, and administrators address counselor roles, lead indicators of impact, and considerations for improving the program entering Year 3. Findings show counselors support mental health across individual tiered services, school-level capacity building, and district system contributions including leadership, data practices, and crisis response.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/redwood-city-school-district-mental-health-counseling-program-year-2-implementation-study-584908/584908/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/redwood-city-school-district-mental-health-counseling-program-year-2-implementation-study-584908/584908.png","ImageObject",300,407,{"name":92,"@type":93},"Sophia Brooks","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the Year 2 implementation study?","Question",{"text":112,"@type":113},"To document how the Redwood City School District mental health counseling program evolved and to assess early signals of its impact, using interviews with faculty, staff, and administrators.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What roles do the school-based mental health counselors play?",{"text":117,"@type":113},"They provide tiered student and family support at the individual level, build school capacity across adult capacity, identification of root causes, school culture and climate, and support continuous learning and improvement.",{"name":119,"@type":110,"acceptedAnswer":120},"What early lead indicators suggest the program is having impact?",{"text":121,"@type":113},"Staff and administrators report students gaining knowledge and language to support mental health, a sense of relief that expertise is accessible on campus, and improved conditions for teaching and learning through reduced classroom disruptions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584908,1792892921,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},962084925636,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","executive summary  \nnovember 2023  \nREDWOOD CITY SCHOOL DISTRICT MENTAL HEALTH COUNSELING PROGRAM: YEAR 2 IMPLEMENTATION STUDY  \nKristin Geiser, Victoria Ren, Derric Heck, Albert Lowe  \nIn the fall of 2021, Redwood City School District (RCSD) placed a full-time, district-employed mental health counselor in each of its twelve schools in order to bolster district capacity to support student mental health and wellbeing. Stanford’s John W. Gardner Center for Youth and Their Communities (Gardner Center) conducted a Year 1 Implementation Study and followed up with a Year 2 Implementation Study to further document the evolution of the counseling program and its areas of impact. Focusing on data collected through interviews with faculty, staff, and administrators, the Year 2 study investigated three research questions:  \n1. What is the role of RCSD’s school-based mental health counselors?  \n2. What are early signals or “lead indicators” of the value or impact of the counseling program?  \n3. What considerations might further improve the program as it moves into Year 3?  \nData indicate that counselors are engaged in efforts to support mental health and wellbeing across three levels or domains:  \nIndividual. Counselors provide tiered support for students and families. Tier 1 strategies introduce students and their families to the knowledge, language, strategies, and services they can use to recognize, express, and address their needs; Tier 2 supports provide more targeted and tailored interventions to address specific mental health challenges; and Tier 3 supports address the most chronic, complex, and/or acute mental health challenges.  \nSetting. Counselors invest in four areas of school-level capacity building that are known to support mental health and wellbeing: adult capacity; early identification and attention to root causes of students’ mental health-related challenges; school culture and climate; and continuous learning and improvement.  \nSystem. Under the direction of and in collaboration with the lead district clinician, the counseling program contributes to district capacity in three key areas: leadership; data practices and systems; and crisis response.  \nOur data indicate that counselors’ efforts across all three levels are contributing to a few early or“lead” indicators of impact. For example:  \n􀁸 School faculty, staff, and administrators observe that students are developing knowledge, skills, and language that facilitate and support their mental health and wellbeing.  \n􀁸 School faculty, staff, and administrators express a profound sense of relief knowing that someone with mental health expertise is on campus, accessible to students and families, and present as a thought partner. One site administrator noted:  \nI don't know what I need to say to make sure these positions don't go away… this is oneof the most important positions on campus in terms of … making sure that we have a proactive approach to mental health as opposed to what I would say we had before, which is a reactive approach to mental health   There's no amount of money that can be put on that. I know how much they cost, and they're well worth it.  \n􀁸 School faculty, staff, and administrators perceive that the counseling program is improving conditions for teaching and learning, specifically by contributing to a reduction in classroom disruptions and improvements in the quality of adult and student presence in the classroom conducive to teaching and learning.  \nBased on findings regarding the role of counselors and emerging domains of impact, the research brief concludes by offering three considerations that could inform district efforts to further advance the impact of the counseling program: expand implementation of Tier 1 strategies via mechanisms beyond the counseling program; expand district capacity to evaluate outcomes related to mental health and wellbeing; and deepen integration of counselors into each school community.  \nAs this program enters its third","cbCairuq6mFUxN5U","https://ap.wps.com/l/cbCairuq6mFUxN5U","pdf",290336,"English","# Executive Summary\n## Program Background and Year 2 Purpose\n## Research Questions\n## Impact Domains: Individual, Setting, System\n## Lead Indicators of Value and Impact\n## Recommendations for Year 3","[{\"question\":\"What was the purpose of the Year 2 implementation study?\",\"answer\":\"To document how the Redwood City School District mental health counseling program evolved and to assess early signals of its impact, using interviews with faculty, staff, and administrators.\"},{\"question\":\"What roles do the school-based mental health counselors play?\",\"answer\":\"They provide tiered student and family support at the individual level, build school capacity across adult capacity, identification of root causes, school culture and climate, and support continuous learning and improvement.\"},{\"question\":\"What early lead indicators suggest the program is having impact?\",\"answer\":\"Staff and administrators report students gaining knowledge and language to support mental health, a sense of relief that expertise is accessible on campus, and improved conditions for teaching and learning through reduced classroom disruptions.\"}]","REDWOOD CITY SCHOOL DISTRICT MENTAL HEALTH COUNSELING PROGRAM - YEAR 2 IMPLEMENTATION STUDY | PDF",1792052894]