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The study builds on a prior year qualitative implementation effort by conducting 19 interviews and 22 participant observations, analyzing coded qualitative data through an iterative deductive–inductive approach. Findings summarize the counselors’ tiered support activities and discuss considerations for strengthening district-wide coordinated mental health and wellbeing systems and informing a Year 3 theory-based evaluation.",{"@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/584906/",{"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/584906.png","ImageObject",300,407,{"name":92,"@type":93},"Sophia Brooks","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What prompted the Year 2 follow-up study of the counseling program?","Question",{"text":112,"@type":113},"As the district moved from initial response to the COVID-19 pandemic toward its ongoing effects, K-12 students continued to face mental health and wellbeing challenges. The Year 2 study sought to understand how the counseling role was evolving and to surface early indicators of impact.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the Year 2 study conducted?",{"text":117,"@type":113},"The Gardner Center conducted 19 interviews with district and site administrators and mental health counselors, and 22 participant observations of meetings related to the counseling program and student services. Qualitative data were supported by Dedoose software and analyzed using an iterative deductive–inductive approach.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the role of the program within the district’s MTSS framework?",{"text":121,"@type":113},"The counseling program is positioned within the district’s Multi-Tiered System of Supports as a strategy for coordinated universal, supplemental, and intensive supports. District leaders view it as helping reduce barriers mental health challenges pose to student learning by connecting students and families to timely, tailored support and optimizing collective efforts across the system.","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},584906,1792165671,{"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":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084925636,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","research brief  \nnovember 2023  \nREDWOOD CITY SCHOOL DISTRICT MENTAL HEALTH COUNSELING PROGRAM: YEAR 2 IMPLEMENTATION STUDY  \nKristin Geiser, Victoria Ren, Derric Heck, Albert Lowe  \nINTRODUCTION  \nAs the nation transitions from responding to the height of the COVID-19 pandemic to navigating its ongoing impact on youth and their communities, K-12 students continue to experience mental health and wellbeing challenges. In 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 mental health and wellbeing. As a long-time research partner, Stanford’s John W. Gardner Center for Youth and Their Communities (Gardner Center) conducted a qualitative implementation study that first year, designed to describe the role of the counselors, conditions that affect their practice, and general domains of impact that could inform program improvement and future evaluation efforts (Geiser et al. , 2022) .  \nDuring the program’s second year of implementation (2022-2023) , the Gardner Center conducted a follow-up study to document its evolution, specifically, how administrators and counselors perceive and operationalize the counseling role and what they observe to be early indicators of impact. This study aims to identify strategic opportunities for understanding and advancing the counseling program’s impact as it moves into its third year. With these goals in mind, this research brief will describe our findings related to three 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?  \nTo answer these questions, we conducted 19 interviews with district administrators, site administrators, and mental health counselors; and 22 participant observations of meetings related to the counseling program and student services more broadly. While the research team employed qualitative data analysis software (Dedoose 9 .0.90) to facilitate the coding of qualitative data, the  \nanalysis of coded data followed a more traditional, iterative approach, moving between deductive and inductive reasoning (Merriam, 1998) . This research brief summarizes key findings and offers considerations for leveraging the counseling program to strengthen a district-wide, coordinated system of support for mental health and wellbeing and developing a theory-based evaluation of impact during Year 3 of program implementation.  \nDISTRICT CONTEXT  \nRCSD’s twelve schools serve a diverse population of 6,322 students in grades TK-8 . According to district documents, Hispanic/Latino students make up the largest ethnic group at 68%; 22% of students are white; six percent are Asian/Pacific Islander; one percent are African American; and students speak more than 35 different languages at home, including Arabic, Mandarin, Polish, Russian, Samoan, Spanish, and Vietnamese. Schools vary in the number of students they serve (332-751), grade levels served (elementary, middle, and combination), and overall program design (e.g. , community schools) . Student demographics in each school also vary, with the population qualifying for free and reduced meals ranging from less than one percent to 88.2%; and students designated as English Learners ranging from less than one percent to 67.3% . With such a diverse student population, RCSD and its students experience a wide range of strengthsand challenges related to mental health and wellbeing.  \nIn Year 1 of implementation, counselors focused on developing relationships with students, families, teachers, staff, and administrators within their respective school communities, addressing student needs through individual and small group sessions, supervising part-time clinicians, contributing to the development of a district-","cbCaili0TwqnbC9l","https://ap.wps.com/l/cbCaili0TwqnbC9l","pdf",230311,14,"English","# Introduction\n# District Context\n# Role of District Mental Health Counselors\n# Early Signals and Lead Indicators\n# Program Improvement for Year 3","[{\"question\":\"What prompted the Year 2 follow-up study of the counseling program?\",\"answer\":\"As the district moved from initial response to the COVID-19 pandemic toward its ongoing effects, K-12 students continued to face mental health and wellbeing challenges. The Year 2 study sought to understand how the counseling role was evolving and to surface early indicators of impact.\"},{\"question\":\"How was the Year 2 study conducted?\",\"answer\":\"The Gardner Center conducted 19 interviews with district and site administrators and mental health counselors, and 22 participant observations of meetings related to the counseling program and student services. Qualitative data were supported by Dedoose software and analyzed using an iterative deductive–inductive approach.\"},{\"question\":\"What is the role of the program within the district’s MTSS framework?\",\"answer\":\"The counseling program is positioned within the district’s Multi-Tiered System of Supports as a strategy for coordinated universal, supplemental, and intensive supports. District leaders view it as helping reduce barriers mental health challenges pose to student learning by connecting students and families to timely, tailored support and optimizing collective efforts across the system.\"}]","REDWOOD CITY SCHOOL DISTRICT MENTAL HEALTH COUNSELING PROGRAM: YEAR 2 IMPLEMENTATION STUDY | PDF",1792052892,35]