Disruptive Behaviors Decrease Alongside Better Student Mental Health Support

Source: 2023. Kristin Geiser, Victoria Ren, Derric Heck, Albert Lowe. “REDWOOD CITY SCHOOL DISTRICT MENTAL HEALTH COUNSELING PROGRAM:YEAR 2 IMPLEMENTATION STUDY”.  John W. Gardner Center for Youth and Their Communities. Stanford University.

LEARN Brief and Infographic Credits: Dr. Jeannie Haubert, Ashlea Sovetts, MFA

Overview: 

In response to growing mental health needs among students—made more urgent by the effects of the COVID-19 pandemic—Redwood City School District (RCSD) took a major step in 2021 by placing a full-time mental health counselor at each of its 12 schools. These counselors work directly for the district and focus on student mental health and wellbeing. To understand how the program is working, Stanford’s John W. Gardner Center has partnered with RCSD for the past two years. Their latest study (2022–2023) looks at how the counseling program has evolved, how it’s making a difference, and how it can be improved moving forward.

Key Insights:

• Better mental health support means fewer classroom disruptions and more consistent learning time.
• Students are able to return to class more quickly after moments of distress.
• Administrators say this support helps “brains and bodies feel ready to learn,” which benefits everyone in the classroom.

Action Steps:

1. Expand Basic (Tier 1) Mental Health Supports

While counselors provide some schoolwide supports, RCSD could broaden reach by using other tools—like expanding Positive Behavioral Interventions and Supports (PBIS) or including mental health screenings during school registration. This would allow counselors to focus more on students needing deeper (Tier 2 or Tier 3) support.

2. Improve Evaluation Tools and Practices

Now that the program is more established, the district should develop a clear “theory of change” that outlines short- and long-term goals. This would include better data systems to track outcomes—like learning, achievement, and how well the program serves students from different cultural backgrounds.

3. Deepen Counselors’ Integration into Schools

Strong relationships help reduce stigma and make it easier for students and families to seek help. Continued effort to build trust—especially in historically underserved communities—is key to the program’s long-term success.

Full Study: https://gardnercenter.stanford.edu/sites/default/files/media/file/2022-2023_rcsd_counseling_program_implementation_study%20%281%29.pdf