During my career as a school counselor, I’ve experienced numerous crises firsthand. I’ve counseled students after a school shooting and after the deaths of their peers in accidents and by suicide. These heartbreaking situations have taught me the importance of preparing for any contingency—and that it’s impossible for school systems to overprepare for such events.

But sometimes, we become so focused on preparing for emergencies and post-crisis recovery that we overlook the need for consistent access to mental health support. Students and staff don’t just need grief counseling and other support services in the aftermath of a tragedy; they need access to robust supports throughout the school year.

So many of our students (and staff members) are dealing with challenging situations at school and at home. These adversities can affect their mental and physical health and interfere with teaching and learning. Integrating self-care routines and mental health supports into daily school practices year-round is essential for ensuring student and staff wellness and maximizing achievement.

Sustaining self-care practices throughout the school year requires systemic changes within schools and districts. Here are four concrete steps that educators and K-12 leaders can take to support these efforts.

Create a positive and welcoming school environment.

The culture of a school or district establishes the foundation for everything else: attendance, engagement, behavior, learning, and academic outcomes. Students are already coming to us with a lot of stressors, and if they don’t feel safe or welcome at school, then we’re only exacerbating the problem.

Research shows that when schools create a positive and healthy school climate in which everyone feels like they belong, students are more likely to develop trusting relationships with their peers, teachers, and other adults. They’re more likely to demonstrate positive behaviors, exhibit hopeful attitudes, and achieve better outcomes.

Creating a positive school culture begins with school and district leadership. Leaders set the tone by establishing behavioral norms and communicating expectations. Both leaders and educators can create a positive and welcoming environment by modeling and normalizing behaviors such as kindness, caring, and empathy.

Something as simple as listening sends a powerful message that the adults in the school care for students. Getting to know students on a personal level, taking the time to ask them how they’re doing, and listening to their responses can make a big difference. Many people underestimate the power that exists in just listening to students and building genuine relationships.

Prioritize early intervention and prevention.

School systems can proactively identify students who might need behavioral health support using universal screening tools that can detect social, emotional, and behavioral skills needs before they escalate into a crisis. Implementing these tools can significantly improve students’ long-term outcomes by addressing challenges early on.

What’s more, if the teachers and other employees who interact with students on a daily basis are trained to recognize when students are struggling socially or emotionally, they can identify the warning signs before it’s too late and intervene immediately by connecting students with the help they need.

Asking for help when you need it is an important self-care strategy. However, there’s often a stigma associated with seeking mental health support. Educators and K-12 leaders can break through this stigma and empower students to seek help when they’re struggling by repeating the message that it’s okay to do this. It’s not a sign of weakness, but rather strength, to self-advocate for one’s own wellbeing.

Model effective self-care practices.

We can’t take care of our students if we’re not okay ourselves. Educators and K-12 leaders can model effective self-care habits for students by taking care of their own mental and physical health needs first, such as by promoting a healthy work-life balance and getting enough sleep and exercise.

Be mindful of when you send emails and make requests of staff or students. If you’re sending emails at all hours of the night, or on weekends and during vacations, this could unintentionally send a message that there are no boundaries between work or school and one’s personal life.

Make sure help is always available, and not just after a crisis.

Ensuring that mental health professionals, such as counselors, psychologists, and social workers, available to students and staff throughout the school year makes it easy for them to seek help without stigma. Telehealth services can supplement a school system’s own staff with licensed professionals who are available to provide consistent support both during and after school.

Engaging with families and making sure they’re aware of the mental and behavioral health resources you provide is also important. School districts that effectively engage families create a unified support system that addresses students’ mental health both at home and in the classroom.

School systems generally do a good job of connecting students with mental health support in the event of a crisis. By creating a positive school environment, modeling effective self-care practices, focusing on early intervention, and providing mental health services year-round, school districts can extend this support to all students and staff—whenever they might need it.

About the author

Brandy Samuell is the Director of K-12 Mental Health and Related Services for eLuma, which offers teletherapy and behavioral health services for schools and students. She is a former school counselor, special education administrator, and assistant superintendent for school systems across the United States.