By Dr. Rui Dionisio
The hallways of our schools have changed. As I walked through our schools last week, I was struck by the courage and resilience of our students. I noticed something that would have been incredibly rare a decade ago: students openly discussing their scheduled therapy appointments, with teachers incorporating helpful mindfulness practices, as well as our counseling suites consistently bustling with student activity. This kind of transparency is not uncommon; rather, it is the current circumstances and our altered reality that give rise to optimism for a better future. I had the unique honor of taking part in a panel at AASA NCE 2025 that thoroughly examined how schools have emerged as the first line of defense for addressing the mental health crisis that America's youth are currently facing. That conversation proved rather enlightening, challenging, and, ultimately, hopeful.
From Academic Institutions to Mental Health Lifelines
Schools have undergone a fundamental transformation. As one superintendent noted, “Schools have transitioned from purely academic institutions to central points for mental health access and services.” This shift isn't merely about adding services—it represents a profound reimagining of our purpose.
These statistics are alarming: In 2022, 22% of high school students considered suicide. The rate of chronic absenteeism has sharply increased. For example, districts such as Bridgeport reported 48% absenteeism in high schools. These figures are more than just statistics; they represent our students, who are present in our rooms, moving through our hallways, and occasionally displaying obvious pain.
One panelist shared a striking insight that resonated deeply: “Students are six times more likely to complete treatment when care is provided in schools.” Our schools occupy a privileged position in students' lives—no other institution combines our physical accessibility with our deep relational connections.
The Financial Reality and Creative Solutions
Let's address the elephant in the room: finances. Each superintendent understands the degree of difficulty involved in stretching limited dollars across largely expanding needs. Since mental health programs need a lot of money, it can be difficult to balance a budget while still offering these essential services and managing the other demands of school.
The Verona Public Schools case study offers a powerful blueprint. After a student suicide in 2016, the community stood at a crossroads between inaction and transformation. Their success began with listening. District leadership created forums where stakeholders shared raw truths—parents' sleepless nights, teachers feeling unprepared, and students battling stigma. These sessions evolved into focused committees with 40 diverse stakeholders: grieving parents, nurses, faith leaders, mental health professionals, teachers, students, and board members working side by side.
From this collaborative foundation, a shared vision emerged. When the district proposed a $550,000 mental health referendum, the community viewed it not as an administrative request but as a collective solution. The result? It passed with nearly 70% approval, declaring that student mental health was non-negotiable.
Implementation stayed collaborative by way of action committees, as well as guaranteed accountability. Regular updates showcased impact stories, reinforcing the community's investment. Verona proved that communities fund mental health initiatives when they're true partners from listening to implementation. This is a call to action for all of us. We must engage our communities, listen to their needs, and work together to ensure the mental well-being of our students.
Another promising approach is “self-funding” mental health programs. Many districts spend millions on out-of-district placements for high-need students. Building robust in-house services can reduce these placements, creating a cycle where mental health investments generate savings. One panelist asserted, “Investing in mental health care will reduce the $30 million our district spends annually on out-of-district placements.” This approach isn't just fiscally innovative—it's morally right, keeping students connected to their communities.
The DREAMS Initiative: A Model Worth Replicating
New Jersey's DREAMS (Developing Resiliency and Engaging Approaches to Maximize Success) initiative is a beacon of hope among the many innovative approaches discussed. The program's Nurture Heart Approach shifts the question from ‘What's wrong with this student?' to ‘How can we help?' Districts that have implemented similar programs report significant positive outcomes. The results have been life-changing: discipline problems dropped considerably by 23%, attendance went up noticeably by 17%, and, of great importance, students said that they feel more linked and also uplifted. One student said, “For the first time, I feel like school is a place that helps me, not just judges me.” This initiative shows us that change is possible, and it's happening right now.
A Trifecta Approach to Daily Support
What struck me most was the practical, daily implementation model one of the panelists shared. Their district created a three-part daily support structure:
- Morning Therapy Sessions: Students begin their day with group counseling, which counts as a credit course.
- Midday Support: Counselors create safe spaces during lunch periods and provide rotating individual sessions throughout the day.
- Afternoon Academic Support: Dedicated counselors with teaching backgrounds provide targeted academic support for credit.
This comprehensive approach guarantees that mental health support isn't siloed but woven throughout the entire school day. It acknowledges that academic success and mental well-being intricately intertwine.
Leadership and Sustainability: The Path Forward
As superintendents, our leadership sets the tone for mental health initiatives, and our planning ensures their longevity. The panel emphasized that adequate mental health integration requires a deliberate mindset shift starting at the top, coupled with strategic financial foresight. Federal ESSER funds have allowed many of us to launch ambitious mental health programs, but as one panelist bluntly stated, we're all facing an inevitable ‘fiscal cliff' when these funds run out. The question isn't whether these funds will dry up—they will—but how we sustain these crucial services when they do.
Our mental health professionals themselves are not immune to the challenges they help students navigate. Staff are experiencing unprecedented secondary trauma and compassion fatigue, requiring us to take deliberate steps to reduce counselor caseloads and provide support systems for the supporters. One district leader shared, “We can't pour from empty cups—sustainable mental health systems must care for students and staff.”
The most compelling strategy discussed was capacity building. By using current funds to train internal staff as certified trainers, we create sustainable knowledge and practice within our systems. Capacity building is about empowering your existing staff with the skills and knowledge they need to effectively support student mental health. In many districts, teams of staff trained as trauma-informed practice facilitators now train others, creating an expanding circle of expertise.
A Call to Action
As I reflect on the rich discussions at AASA NCE 2025, I'm convinced that addressing student mental health isn't an add-on to our mission—it is our mission. Academic excellence cannot exist without mental well-being.
I challenge my fellow superintendents to consider these questions:
- How might your district blend funding sources to create sustainable mental health programming?
- What would a tiered mental health support system look like in your specific context?
- How are you communicating the value of mental health initiatives to your community?
The transformation of school mental health isn't a future aspiration—it's our present reality. Our students can't wait for perfect solutions or ideal funding streams. They need us now. Leaders at every level of our organizations must reframe mental health support, seeing it not as an expense to minimize but as an investment yielding immeasurable returns. As our panel powerfully articulated, when we invest in student mental health today, we're not merely addressing immediate needs—we're building academic success, reducing long-term costs, and cultivating healthier communities for generations to come.
Dr. Rui Dionisio is entering his 12th year as superintendent of the Fair Lawn Public School District and serves as a Professor of Educational Leadership, Teaching and Learning, and Strategic Communication. His blog, “Everything Matters,” explores the integration of systems leadership in educational settings.
