District partnership increases student access to mental health support

How a District 191 partnership with Washburn Center for Children removes barriers to accessing therapy services by bringing therapists directly into schools. 

It can be hard to make appointments work when a child is in school and parents are working. After-school appointments fill up quickly, transportation can be a challenge and interrupting the school day for a learner can be even more stressful. Thankfully for students and families of District 191, there are school-based mental health services in every building, making it easy to get the additional support they need without the usual challenges. 

In its second academic year, the school-based therapy partnership with Washburn Center for Children provides co-located embedded therapists from Washburn in every school in District 191, with two therapists at Burnsville High School. Director of Student Support Services Amy Piotrowski says that a previous provider struggled with retaining therapists, so the district was seeking a more consistent approach. 

“We really needed consistent support for our students and families because if they aren’t doing well with their mental health, there is a ripple effect throughout other parts of their life,” said Piotrowski. “Not all of our families can access these services before or after school and we thought the most effective way to get this care for students is to have it in the school building.” 

The Washburn school-based therapy program began as a pilot program in Minneapolis about 20 years ago and has evolved over the years. The partnership creates a system where therapists can work closely with school staff, get to know staff and students in the building and most importantly, create lasting connections with families. While not employed by the district, the therapists become part of the team, collaborating with the district team and providing an additional layer of support. Jessica Mathwig-Olson, LICSW is the Director of School-Based Services for Washburn and has been an integral part of developing this program. 

“It is so important to meet kids where they are at and see them where they are every day,” said Mathwig-Olson. “If a student usually has an appointment on Wednesdays but they had a really hard weekend, we can adjust and make that appointment happen earlier because we are in the building. There is a lot of great research that shows that by reducing the barriers to mental health support, we are catching potential issues earlier.”

Because the therapists are embedded in the school, it is easy to collaborate with teachers, school social workers and other staff members to refer students or consider changes to care. This can include creating an IEP or 504 plan or sharing information that gives a greater view of the whole-child that wouldn’t be possible otherwise. Therapists have dedicated office spaces in the buildings and make a point to greet kids in the hallways and be visible. While there are occasionally waitlists for care, the therapists make every effort to see as many students as possible. Appointments are also scheduled with learning in mind so learners don’t miss the same class every week. 

Services are covered by most insurance plans, with additional options for families who may be experiencing a lapse in coverage, including a sliding fee scale. Therapists don’t stop working over the summer, instead, they meet students in other places, which could be their home, a park or an office. While the child is the main focus, there are also times when the therapist provides support and resources for the family to create a stronger system of support. 

“We do regular satisfaction surveys and are proud that we have 95% satisfaction with this program,” said Mathwig-Olson. “Therapists have regular check-ins with families to keep them updated on the situation and engaged, but they are also talking to the school with questions like: ‘Has attendance increased? Have there been more positive interactions? Are we seeing changes in grades?’ Our approach is that the earlier we are talking about mental health systems and identifying stressors, the earlier we can intervene and the better the prognosis will be.”

By expanding the way that teachers and staff look at students, truly embodying the whole-child approach to education, District 191 is showing a commitment to meeting needs in the most convenient and supportive way possible. With a dedication to individualized learning, having embedded therapists is another way to highlight the individualized approach to mental health and development. 

“We are looking at the whole child and want to build kids up and give them the coping skills they need to be successful later on,” said Piotrowski. “Without this partnership with Washburn, I don’t know if some of our families could get these services on their own. Since the beginning of this partnership, we have been nothing but thrilled with them, and we are seeing a lot of kids who are doing well moving out of sessions!”

With the mental health landscape changing along with the stigma of receiving this type of care evolving, District 191 is going above and beyond by investing in this important resource for students and families.