Mental Health Matters

As we begin a new year, January invites us to pause and reflect on the deeper purpose of our work in education. Beyond standards, practices, and schedules, what are we collectively trying to build for the humans in our schools, and how do we know when our efforts are too little, or too much? Like any ecosystem, schools rely on balance. Too little support, structure, or connection can leave people feeling unsafe or unseen; too much can overwhelm, constrain, or erode trust. In either case, the health of the whole system is impacted.

Education is a human endeavor rooted in balance, wholeness, and connection. When both students and adults feel seen, supported, and valued, learning becomes possible and communities thrive. Consider your school community and personal beliefs:

• Are the needs of students and educators truly at odds, or have we failed to identify the common ground beneath them?
• What shared conditions allow everyone in the ecosystem to grow?
• Where might small, thoughtful adjustments, rather than sweeping changes, restore balance and strengthen connection across the system?

LGBTQ+ students are still at disproportionate risk for persistent bullying, harassment, and victimization. In response to requests from school districts across Michigan, the MDE LGBTQ+ Students Project staff created a suite of online professional development workshops to build the capacity of schools to provide a safe, supportive, and inclusive culture and climate where all students can thrive. The MDE LGBTQ+ Students Project is honored to partner with school districts and parents to make these highly requested workshops available to school staff for the 2025-26 school year.

Use this link to learn more about and register for session offerings.

Join us February 23rd, 2026 at Frederik Meijer Gardens and discover the best ways to support today's youth!

Wedgwood's State of the Child event is led by a team of local teenagers in collaboration with a panel of community experts. Together, they will address the distinct challenges faced by children and families today.

• Dynamic Keynote Speaker
• Focused Breakout Sessions
• Panel of Community Experts
• Insights from Local Teens
• Opportunity to Earn SCECH & CEU Credits

Tickets are on sale now!

As the name suggests, doing things restoratively requires reflection, intentionality, and lots practice! Whether your work directly supports students or staff members, this How Restorative Am I self-assessment is a great resource, prompting you to assess your ability to regularly navigate conflict or issues in a restorative way. Let this simple tool guide you to pause, reflect, and identify a few ways to lean more fully into restorative practices!

If you’re interested in TRAILS training and haven’t yet participated, consider making 2026 the year you prioritize it!

The 2025–26 school year is the last year Kent ISD can guarantee access to free TRAILS training for member districts. Once trained, staff retain access to all current materials—as well as future updates—at no cost.

As a reminder, TRAILS offers curriculum and training across all three tiers of support. Below are links to the Spring 2026 training information, schedules, and registration:

• Tier 1: Social and Emotional Learning
• Tier 2: CBT and Mindfulness
• Tier 3: Suicide Prevention and Risk Management

Classroom PBIS and trauma-informed practices are deeply connected and mutually reinforcing. PBIS provides the structure: clear expectations, predictable routines, and consistent responses. Trauma-informed practice reminds us why this structure matters. Students who have experienced stress or adversity may struggle with regulation, trust, and transitions, particularly after breaks or disruptions. Both are key factors in creating a psychologically safe environment.

In practice, this work looks like explicitly reviewing hallway and classroom expectations after break, offering a brief “settle-in” routine at the start of class, using private, respectful redirection rather than public correction, and acknowledging effort or regulation (not just compliance). Together, these strategies support student accountability while reducing power struggles, preserving dignity, and sustaining educator energy - something we all need more of in 2026!

If you’ve trained with Kent ISD on Behavioral Threat Assessment, you’ve probably heard us say this more than once: threat assessment is a late-stage safety net within a much larger system of student support. It’s an important identification and intervention process when a student is already on a pathway to violence and the stakes are high.

Our hope, though, is that strong district commitment to a whole-child Multi-Tiered System of Supports (MTSS) means fewer students are first identified for help through the threat assessment process. When we use early identification strategies—like universal screening—we can respond sooner and more effectively by building relationships, teaching critical skills, and supporting students long before they reach a crisis point.

This guide offers information and resources to help caregivers and community members be better prepared to prevent youth suicide. We will cover the warning signs, risk factors, and methods to best support youth struggling with suicidality. Often adults are desperate to help a child at-risk but don’t know where to start. Unfortunately, in responding to their own feelings of fear and panic, adults can sometimes act in ways that are not beneficial to the child.

This guide addresses that problem by offering information about what to do and where to turn. It’s imperative to understand that we each play a vital role in suicide prevention:

• Key Terms
• 5 Myths About Youth Suicide
• Risk Factors and Warning Signs
• Let’s start the conversation
• Safety in our homes
• Where do I turn for help?

For additional information about resources included in this Newsletter or with other questions or concerns, please contact Chelsea Kittridge-Farrell, Mental Health & Behavior Intervention Consultant.