One way to get parents more involved in supporting student mental health

80% of parents rely on schools for their children's mental health care.

As school leaders contend with a growing K-12 mental health crisis, they may be overlooking a critical ally—parents. And as important as parents are, not all adults are prepared to support children who are struggling with social-emotional distress, says James Mazza, a leading suicidologist and psychology professor at the University of Washington.

“Parents feel like they’re helping but the kids feel like parents aren’t listening,” Mazza says. “We have to be talking to kids and asking ‘Does this work? Does this hit the right spots?’ as we’re trying to find the message that everyone can support and the pathway to proceed.”

Student mental health, in fact, was among district leaders’ most pressing concerns, according to a November survey by the RAND Corporation. One tool schools can use to better equip parents with mental health-care skills is a free animated series called “My Life is Worth Living” developed by the nonprofit Cook Center for Human Connection and the American Federation of Teachers.

The 20 episodes, which are available on YouTube, feature five students who are grappling with suicide, LGBTQ issues, bullying and substance abuse, trauma and abuse. Administrators can also direct parents to the resources available at ParentGuidance.org. “Our goal is to get parents on the team for mental health,” says Anne Brown, the Cook Center‘s president and CEO of the Cook Center for Human Connection. “We do that by educating parents through our schools.”

The matter is urgent because about 80% of parents surveyed say they rely on schools for their children’s mental health care, Brown points out. Each “My Life is Worth Living” episode is accompanied by several lessons, including discussions questions and group activities for families.

The videos and courses teach parents the right questions to ask children who are struggling and how to set boundaries. Parents are also key because many school counselors and health-care providers are overwhelmed by the surging demand for care.

“Help is difficult to come by—in schools, the systems are overloaded and when a family seeks help in the health-care system, it can be months before they get support,” Brown says. “Giving families tangible resources can really be a difference-maker and keep a small situation from becoming acute.”

Proactive administrators are also providing teachers time to participate in professional development in embedding mental health supports into everyday instruction. They are also holding more non-academic activities such as spirit days and placing less emphasis on dress codes and other rules, Mazza adds.


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More schools are also willing to record lectures and offer virtual learning to provide students with more flexibility. “It’s usually been the school’s way or the highway, but that wasn’t working out well,” Mazza says. “We’re learning to adapt how we deliver support services.”

Matt Zalaznick
Matt Zalaznick
Matt Zalaznick is a life-long journalist. Prior to writing for District Administration he worked in daily news all over the country, from the NYC suburbs to the Rocky Mountains, Silicon Valley and the U.S. Virgin Islands. He's also in a band.

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