Opinion | Focusing on student well-being must be daily routine in Michigan schools

“I prefer studying alone,” the high schooler told me. “Why,” I asked. He responded, “Because I don’t have any friends.” My heart sank

In moments involving such a “heavy statement of truth,” I know it’s best to seek support from a school mental health professional. The student is Hispanic and is in the minority in our school, which is over 90% African American. He comes from a family of immigrants; his parents feel that education is less important than helping his family at home. He has a tendency to stop and count his steps, trying to activate what appears to be breathing techniques when he gets upset and frustrated. I want to help him but I’m not trained to truly get to the root of problems that can affect his mental health. 

In my school of approximately 300 9th-12th graders, we have one high school counselor and no social worker. The students who really need to see the counselor on a regular basis do not have the luxury of doing so. If Michigan students are to receive the support they need, we must invest in student mental health more intentionally. Instead, with the cutting of $300 million in funding for student mental health and safety from this year’s state School Aid Budget, students are likely to have even less access to mental health services. To ensure students in every Michigan school are not only seen and heard but supported with mental health services, we need to take action.

First, the Michigan Legislature should restore full funding for student mental health and safety, so that all schools who are in need of more counselors and social workers can hire them. The average student-to counselor ratio for the 2022-23 school year in Michigan was 598:1, the second worst in the nation and similar to the student-counselor ratio at my school.

As a teacher, I am only semi-equipped to assist students in need of mental health services until those who are fully certified are hired more consistently. That day the student told the class he didn’t have friends, I said, “I’m sure anyone in this class would love to study with you.” Since I have a pretty mature group, a student said, “Yeah, if you need someone to study with, let me know.” Although I saw a half-smile, he still had his head down. He was still tapping the foot, counting steps, and trying to breathe. He still needed help.

Secondly, schools must have regular Social Emotional Learning (SEL) programming. While we do have one SEL district coordinator, as well as computer programs like Inner Explorer and Navigate360 (both support students in a general way through videos and scenarios), teachers like me need hands-on opportunities, including “Challenge Day,” the nationwide program that brings people into schools for a day to bridge gaps between races, religions, and socioeconomic levels. It’s designed to get students to think about and reflect on their feelings with real tools — from breathing techniques to learning the power of forgiveness and advocacy. I loved participating in this program for the day, as did my students. Yet, this cannot be a “once a year” experience; it must be part of a child’s daily routine.

Lastly, funding should flow into teacher preparation programs to develop and require at least two courses designed to assist new teachers as they support students with mental health needs. One course could focus on the topic of understanding emotional intelligence for K-12 students while another might be about strategies/classroom tools to support daily mental health in the classroom. If teachers are equipped with researched techniques and tools, we can support them more quickly than making an appointment with a counselor or social worker.

Eventually, with a standing school counselor appointment, the student who said he had no friends was doing better. He’s now in the school choir and his classmates who heard the statement of loneliness that day have made a more concerted effort to include him in group projects.

The counselor was able to find out what was going on at home that was causing anxiety, he is seeing a therapist to help with coping skills, and there has also been an out-of-school treatment plan to help with changes in his behavior. 

All students in Michigan need similar support if they’re to be successful in school.