Mental Health

Toolkit for Teachers

Maya Hamilton, Laura Barros, Thien Do, Jeremiah
Murillo, Cristian Waldo-Alcantara
What Is
Mental
Health?
Emotional Well-being +
Psychological Well-being +
Social Well-being = Mental
Health
Mental Health
● Mental health affects our behavior, feelings, cognitive functioning, how stress is handled, our relation
to others and decision making.
● Mental health can be affected by biological factors, our own experiences in life, and if there are any
mental health problems in our family history.
● There are early warning signs to be aware of to see if you or someone else is experiencing mental
health problems, Few of these signs include: having low energy, sleeping or eating too little or too
much, feeling hopeless or thinking of harming yourself or others.
● We need to have positive mental health. Having this will allow us to cope with stress more easily and
become more productive. Staying positive, helping others and having good physical health all
contribute to maintaining your positive mental health.
What is positive psychology?
● Martin Seligman defined positive psychology as a “scientific study of optimal human functioning that
aims to discover and promote the factors that allow individuals and communities to thrive” (“What is
Positive Psychology?”, 2004).
● Focuses on people’s strengths, talents, high achievement, and fulfilling relationships
● When a student is not doing well academically or is acting out, teachers will tend to focus on those
negative aspects and will label that student as a troublesome child. With positive psychology, a teacher
should look at the strengths a child has academically so that he or she can see how the student succeeds
in that subject. By doing this, the teacher can find strategies to help the student generalize his or her
success in other subjects that the student is struggling with.
Promoting Student Wellness
● Wellness means choosing a healthy lifestyle and making sound decisions
that promote a positive physical, mental, and social-emotional well-being.
● In the school setting, mental wellness should be discussed as a branch of
overall wellness.
● In turn, schools are in the perfect position to create a culture of wellness
because children spend the majority of their days at school.
● Check out the CDC’s website for information on improving your school
wellness policy.
Common Diagnoses and Concerns
Your students may have a wide variety of mental health diagnoses that you may
or may not be aware of unless they disclose it to you. Nevertheless, there are
some mental health diagnoses and concerns that are more common amongst
adolescents that you should know some basic information about in order to
support students in your classroom and to identify potential warning signs that
may warrant a referral for the student to the school counselor to get extra
support.
Depression Anxiety Disorders
Mood disorder that impacts thoughts, feelings, and daily Involve feelings of excessive uneasiness, worry, and fear
activities, like sleeping, eating and working ● Occurs in ~32% of 13- to 18-year-olds
● Occurs in ~13% of 12- to 17-year-olds ● Symptoms of Generalized Anxiety Disorder
● Signs and symptoms ○ Feeling restless, wound-up, or on-edge
○ Persistent sad, anxious, or empty mood ○ Difficulty controlling feelings of worry
○ Feelings of hopelessness ○ Being easily fatigued
○ Irritability ○ Having difficulty concentrating; mind going
○ Loss of interest in hobbies and activities blank
○ Decreased energy or fatigue ○ Being irritable
Attention Deficit Hyperactivity Eating Disorders
Disorder (ADHD)
Involves continued inattention and/or hyperactivity-impulsivity Involve extreme or abnormal eating behaviors
that interferes with daily functioning ● Occurs in ~3% of 13- to 18-year-olds
● Occurs in ~9% of 13- to 18-year-olds ● Symptoms of Anorexia Nervosa
● Symptoms of Inattention ○ Extremely restricted eating
○ Extreme Thinness
○ Overlook or miss details, make careless
○ Intense fear of gaining weight
mistakes in school work and in other activities
● Symptoms of Bulimia Nervosa
○ Have problems maintaining attention in class or
○ Chronically inflamed and sore throat
when doing lengthy assignments ○ Severe dehydration
○ Not appearing to be listening when spoken to ○ Increasingly sensitive and decaying teeth
● Symptoms of Hyperactivity-Impulsivity ● Symptoms of Binge-Eating Disorder
○ Fidget and squirm in their seats ○ Eating until uncomfortably full
○ Talk non-stop ○ Eating large amounts of food in a specific period of
○ Have trouble waiting their turn time
○ Feeling distressed, ashamed, or guilty about eating
Suicide/Suicidal Thoughts Non-Suicidal Self Injury
● Second leading cause of death for those 15- to ● Estimated lifetime prevalence among high school
24-years old students is 12-23%
● Warning Signs ● Warning Signs
○ Feeling like a burden ○ Unexplained, frequent injuries
○ Being isolated ○ Difficulty handling feelings
○ Extreme mood swings ○ Poor functioning at school and at home
○ Expressing hopelessness ○ Attempts to hide injuries, e.g. wearing long
○ Talking or posting about wanting to die sleeves and pants even in hot weather
Cultural Diversity Factors/Implications
● Nayaran Gopalkrishnan defines culture as a, “multidimensional set of… group identities to which religion, language, and race (as a social
construct) belong and all of which contribute to a person’s view of themselves” (2018). This diversity impacts mental health in many ways,
including how people perceive illness and health and how they seek treatment.
● How we define mental health issues and determine treatment is rooted in a Western way of thinking.
● Five components of diverse cultures that mental health professionals should know:
○ Emotional expression- other cultures may be hesitant to express feelings and/or may think expression of painful issues could lead to
more painful feelings
○ Shame- do not want to feel like a disappointment, especially in cultures that heavily emphasize and value family
○ Power distance- therapists/ other mental health professionals are seen as distant, or there is a power struggle between them and their
clients
○ Collectivism- in collectivist cultures, they may rely more heavily on family/community than mental health professionals
○ Spirituality and religion- similar to collectivism, this may be more heavily relied on than mental health professionals
(Gopalkrishnan, 2018).
Red Flags
● Red flags: According to McCarthy (2017), when a student ● What should you do if you notice these red flags in
exhibits 5+ signs of poor mental health for more than two your students?
weeks, a mental health professional should be notified. ○ Express concern for the student and acknowledge
○ Some red flags include:
the differences you have noticed
■ Significant weight loss or weight gain that ○ If they are open to discussion, ask questions such as
occurs in a short period of time
“When did you start feeling this way?”
■ Exhaustion or, in the classroom, students ○ Know what to and what not to say
that are constantly falling asleep at their
■ Do say: I am here for you, I am here to help
desk during class
you find resources, etc.
■ Withdrawal from classroom or other ■ Don’t say: Look at the bright side, this
activities that they used to be particularly
happens to everyone, etc.
interested in
○ Validate the way they feel
■ Inability to concentrate during class and/or
○ Know school and local resources that they can be
during conversations with teachers and
referred to
others
● (McCarthy, 2017)
Risk Factors
● Fertman, Delgado, and Tarasevich (2014), define risk factors as “factors associated with the
increased likelihood of a behavior that usually has negative consequences.” These negative
consequences include alcohol and substance abuse, delinquency, teen pregnancy, school
dropout, violence, and mental health concerns and problems.
● Teachers should know that every student in their classroom come from different backgrounds,
which include various risk factors. Teachers should be able to provide a positive environment in
their classroom for their students. This could be the buffer to prevent students from walking
down the wrong path in engaging in negative actions.
Examples of Risk Factors
Domain Risk Factors

Child Complications during birth and early infancy

Difficult temperament (overly shy or aggressive)
Poor social and emotional skills
Pessimistic outlook on life

Family Family instability or breakup (divorce)

Overly harsh or inconsistent discipline style
Parent/caregiver or sibling with serious illness, mental illness or substance abuse, or disability

School Unsafe school climate, Peer rejection and/or bullying

Distrust and friction between family and school
Persistent academic failure, Poor attendance
Few opportunities to contribute to the school community or develop interests outside of classroom
Examples of Risk Factors
Domain Risk Factors

Life Events Frequent, difficult school transitions

Death of a family member
Exposure to traumatic event(s)
Experience of physical or sexual abuse

Society Discrimination, Isolation

Lack of access to support services
Socioeconomic disadvantage
High levels of neighborhood violence
 ● An estimate of 10% of children and adolescents
have significant mental health problems that
impact their daily lives, and can continue through
adulthood if untreated (Membride, 2016).
● If we do not address mental health early on, it
can lead to terrible consequences such as, suicide
among youth, substance abuse, etc.

Statistics ● Second leading cause of death for ages 10-34 is

suicide, and it is the tenth leading cause of death
in the US (“Preventing Suicide”, 2019).
It is important to have a strong Tier 1
Why it is important to address ●
(prevention/early intervention) placed at schools
mental health to support all students who may have a mental
health problem and to prevent certain problems
from occurring or getting worse.
Systems Approach to Mental Health
Mental health in schools can be a complex system with many actors and many
moving parts. As a teacher, you may not even be aware of all that goes on to
support the mental health of your students since you are involved with some
parts of it but not others. What follows is an overview of some components of the
system.
 School based mental health services
● Schools have become, for many children and adolescents,
their primary mental health services provider thus taking

How the system

away the barriers of cost and accessibility
● Schools provide assessment, intervention, and referrals
● Addressing mental health in schools not only involves the

works as a whole
school (teachers, counselors, administrators, nurses), but
also families, the community, and outside service
providers. The school may collaborate with all these other
actors to ensure they are best meeting the needs of their
students
● It is multifaceted, involving counseling, psychological,
and social services, health education and services,
involvement of students, families, and the community,
and an environment that supports students and
effectively addresses issues
 Academic Concerns Teams
● Typically comprised of school staff and operate at the school mainly
dealing with academic issues
● Includes multiple teams such as: grade-level teams, subject-area
teams, curriculum planning teams, school improvement teams, and
Individualized Education Program (IEP) teams.
● Teachers will likely be contributing members of many of these
teams as their work in the classroom is directly impacted by them

Teams Student Support Teams

● Typically comprised of school staff, community-based agencies and
programs, government agencies, clergy, community members,
parents, and sometimes students.
Schools have multiple teams ● Examples of student support teams: school safety teams, crisis

that aim to serve students in response teams, student assistance teams, positive behavioral
support teams, bullying prevention teams, and coordinated school
academics as well as in other ●
health teams
Teachers may be contributing members of some of these teams or
areas such as safety and will interact with them through the teams’ direct contact with them
and support of their work with students in the classroom
behavior support
 Policy on mental health is typically set at the district level
and includes policies regarding suicide, threats, harassment,
crisis response, and substance abuse.

Policy
District policy is important for school staff because it
ensures that actions are following the law, provides a plan
for response to mental health concerns that may arise,
provides a step-by-step guide and clarifies the roles of
different staff for when an incident occurs so everyone
knows exactly what they need to do.
 ● Tier 1 - Universal interventions for all students
○ Examples: screening, reinforcement system
for positive behavior (PBIS), code of conduct,
social-emotional skill instruction
● Tier 2 - Small groups for targeted students

MTSS
○ Examples: group counseling and support
groups for students in need of emotional
regulation and social skills
● Tier 3 - Intensive for individual students
Multi-Tiered Systems of Support ○ Examples: crisis counseling, referral for
mental health assessment, and one-on-one
counseling
How do Schools Play a Role?
● Schools act as primary access for mental health ● Improving Access
services through prevention, assessment, intervention, ○ Connect students to community agencies
and referrals. ○ Refer students to school-based resources
○ It is estimated that among children who receive ■ School-based Mental Health Centers
mental health services, 70-80% initially receive (SBMNC): led by teachers and
them at school. counselors, these serve students with
○ Unfortunately, funding for community resources limited access to services such as
is decreasing so schools are more responsible minority, poor, and rural youth.
for access to services. ■ Reduces common barriers to seeking
help such as cost, transportation,
scheduling conflicts, and stigma
What are the Specific Roles of Individuals in the School?
● Teachers should know which specific individuals to refer to when it comes to students with
mental health concerns.
What are the Specific Roles of Individuals in the School?
● School-Based Health Clinics
○ Students and their families can come to the school for all medical, social-emotional,
and/or behavioral issues
○ These services are available to all children who attend that school
○ There are many different types of school mental health professionals and service
providers who work with children in schools to provide services
■ Some providers specialize in specific services or programs and others provide a
wider range of services
What are the Specific Roles of Individuals in the School?
● School Counselor
○ Work with students, school staff, families, and members of the community as an integral
part of the education program
○ Deliver classroom lessons and provide individual and small group counseling on a variety
of topics
○ Consult and collaborate with teachers, staff, and parents to understand and meet the
needs of students and remove barriers to student learning
○ Identify students with mental health needs
○ Coordinate mental health teams
○ Make appropriate referrals to mental health professionals
○ Follow up to make sure services are provided
○ Address academic, career, and personal/social developmental needs of all students
What are the Specific Roles of Individuals in the School?
● School Social Worker
○ Mental health provider who provides a range of prevention and intervention services for
students and their families as it pertains to their education
○ Services range from school level prevention and school climate initiatives, to peer
mediation, group-based interventions, individual counseling and behavior planning, and
crisis intervention
○ Serve as a liaison between families and the school and as an advocate for the best
interests of the child by participating in Planning and Placement Team meetings,
providing outreach, home visits, and linkage to community-based services and supports
What are the Specific Roles of Individuals in the School?
● School Psychologist
○ Provide psychological testing, assessment, prevention, and intervention services in the
school setting
○ Offer a variety of therapeutic and assessment services to help students with academic
and learning difficulties such as formal evaluation and consultation; counseling or therapy
to address family stressors in the home environment; skill development to address social,
emotional, and behavioral problems; and evidence-based treatment to address identified
or diagnosed conditions, all with a goal of improving a student’s academic, social, and
emotional functioning
○ Are integral to the school community, also providing consultation to parents and families,
staff, and administration and facilitating referrals for services outside of the school as
needed
What are the Specific Roles of Individuals in the School?
● School Nurse
○ Receive specialized training to provide services and supports to prevent and treat general
health and wellness concerns of students and to promote a safe and healthy school
environment
○ Are often the first school staff member to be consulted for students with emerging
mental health concerns and they often consult with other health and mental health
professionals outside of the school through referral and case management
What are the Specific Roles of Individuals in the School?
● Paraprofessional
○ May complete administrative duties for the school or classroom, provide supervision or
monitoring of individuals or groups of students, engage in teaching or tutoring, assist with
classroom behavior management, or have specialized training to provide particular
academic or behavioral interventions for students with special needs
○ May provide general support and assistance to the primary teacher or may be assigned to
provide individualized support to one student throughout the day based on the child’s
Individualized Educational Plan (IEP) requirements
What are the Specific Roles of Individuals in the School?
● Natural and Informal Supports
○ This includes parents, friends, coaches, religious clergy, child care providers, mentors
○ Assist mental health providers in preventing, identifying, and monitoring the mental
health needs of a child
Legal and Ethical Issues
● Confidentiality - ethically, teachers are supposed to keep things that they learn about students through working with them
confidential except in particular circumstances where they are required to disclose this information to another professional so that
the proper steps can be taken to inform the student’s parents and get the student the help that they need. The California Teachers
Association Code of Ethics includes that teachers “Shall not disclose information about students obtained in the course of
professional service unless disclosure serves a compelling professional purpose or is required by law.” (California Teachers
Association, 1975, 1)
● Times when confidentiality needs to be broken
○ If you become aware that a student is harming themselves*
○ If you become aware that a student has suicidal ideations*
○ If disclosure is necessary in supporting the education of the student
* you may become aware of these things through things the student specifically discloses to you, through writings by the student, through
notes you may find between students, or through conversations you may overhear between students
Legal and Ethical Issues
● Who to report to - any of these people will be able to help the student and also contact the student’s parents as is required in these
circumstances
○ School Counselor
○ School Psychologist
○ Administration
● Teachers should also be aware of the warning signs for potential mental health problems to look for with students (See Red Flags
section) and refer to the school counselor, nurse, or administrator that will also connect with the student’s parents if necessary to
get them proper support and evaluation
Steps in Addressing School-Wide Mental Health
School Policy Screening Progress Monitoring

School policies need to be Screening should be one of the Measuring progress allows
reflective of the needs of the first steps in addressing mental professionals to determine
school community. It is important health needs. Screenings allow for whether an intervention is
to involve all stakeholders early identification and meeting the student’s needs.
(students, parents, school staff) in prevention. Depending on the Mental health teams are able to
the decision-making process to resources of the school, adjust or build more effective
promote the well-being of the screenings can be given interventions if the current one is
entire school community. universally or individually. not working.
School Policy
● Schools usually have a specific set of policies and guidelines regarding mental health procedures
○ Some schools may call them behavioral health policies
○ Policies should always be kept up to date and align with the school’s existing goals
○ Policies must outline both preventive and preemptive actions
● Include topics such as:
○ Crisis response
○ Substance abuse
○ Threats policies
○ Suicide
○ Harassment
○ Code of conduct policy
○ Mental health referral policy
● Teachers can access these policies/protocols on their school’s website or school handbook, or by inquiring in the
principal and/or superintendent’s office
○ Teachers and other staff members should also be trained on these policies/guidelines before implementation
 ● Sample mental health policies in the OC
area:
○ SAUSD Non-Discrimination and
Harassment
■ Also includes policies on topics
such as sexual harassment and

School Policy LGBTQ+ support

○ IUSD Mental Health and Wellness
■ Includes multiple resources
(continued) and programs used throughout
their schools
■ Includes prevention and
intervention plan and crisis
and intervention response
Screening
● All students can surely benefit from mental health Steps in the Screening Process:
services, but some students need extra support. 1. First, you would want to create a team to involve
● As a teacher, you are the primary observer in the family-school-community stakeholders to implement a
classroom. Here, collaboration with other school universal screening process.
personnel is key towards identifying which students 2. Next, select screening tools that are reliable, valid, and
would benefit from interventions. evidence-based such as school climate surveys,
● The purpose of screening is to identify students at risk, screening program to identify students at risk of
identify students who may need monitoring or suicide, functional behavior assessments, teacher or
intervention (secondary, tertiary), and finally, based on student nominations, and needs assessments.
needs, make decisions for needed services.
● When conducting a screening process, consider ethical,
legal issues such as student privacy and
parent/guardian consent.
Progress Monitoring
● After needs assessments or other forms of screening ● Your role:
have been conducted, it is important to know if the ○ You may be asked to fill out checklists and tools
program is working. In order to monitor the provided by counselor or other school personnel.
effectiveness of a program, we need to see how ○ Tools can include Goal Attainment Scaling (GAS)
students are improving based on their goals and needs. and behavior charts. These should be
● Progress monitoring is used to assess student progress administered monthly, ideally weekly or
or performance in areas in which they were identified as biweekly.
being at-risk. If the student needs additional support, he ○ Here is an example of a mental health progress
or she would be moved up a tier. monitoring tool:
● Progress monitoring involves built-in assessments to https://wa.kaiserpermanente.org/static/pdf/pu
monitor fidelity, how close it aligns to the original goals blic/specialties/questionnaires/behavioral-healt
of the program. h.pdf
A Multi-Tiered
Approach
Tier 1
○ Universal Interventions -> For all students. Early Intervention/Prevention
○ Preventive, Proactive
○ Performance based instruction
○ Parent Workshops
○ School wide lessons for a greater understanding -> core classroom instruction, assembly, posters/visuals on
campus, etc.
○ Around 80-90% of the school population
○ Reading, writing, math, behavior interventions.
○ Have effective classroom practices
○ Include social and emotional content in classroom instructions
○ Six principles for effective instruction - Focus on big ideas, Conspicuous Strategies, Mediated Scaffolding, Strategic
Integration, Primed Background Knowledge, Judicious Review. (McIntosh & Goodman, 2016)
○ Tier 1 intervention toolkit -> https://sites.google.com/site/interventionrx/tier-1-toolkit
Tier 2
○ Secondary Support
○ About 5-15% of the school population
○ In addition to Tier 1
○ Rapid Response, High Efficiency
○ Interventions for “at risk” students.
○ Core instruction + supplemental support with higher intensity and more time than Tier 1
○ Assess students with: Academic problems, behavior problems, interrelated academic and behavior problems
or neither. (McIntosh & Goodman, 2016)
■ Example: Students who engage in unwanted behavior to gain attention from adults or peers, or an
escape from something.
○ Progress monitoring
■ Weekly/bi-weekly
■ How is student responding to intervention?
Tier 3
○ Tertiary Interventions
○ In addition to Tier 1 and Tier 2
○ High Intensity, Assessment-based
○ Individualized Interventions
(one-on-one or small groups)
○ Customized to be geared to
“at-high-risk” students
○ Around 5% of the school
population
Checklists
Does your school implement the following
practices?

Best Practice ✔ or X

Has a school wellness team that targets mental health.

Active collaboration with community mental health

agencies.

Suicide prevention program

Teacher wellness programs of support

Social-emotional learning programs

Checklists
Creating a positive mental health
environment.

Best Practice ✔ or X

Teacher keeps all students engaged in the classroom

Teacher challenges students to meet their maximum

potential

School provides access to basic mental health resources

Adults on campus are approachable to students

Social-emotional programs such as anti-bullying

programs are in place.
 Tools
Mental Health Check-In

● Gives you an opportunity to be proactive

in finding out how your students are
doing
● Students who might not display signs
that they are struggling can get support
if they want it
● You are helping to create an environment
where mental health is discussed and
supported
Image Source:
https://www.goodmorningamerica.com/wellness/story/teacher-cr
eated-mental-health-check-chart-students-now-62169283
Tools
Goal Attainment Scaling Worksheet

Patient SMART Importance Difficulty of Baseline Achieved Improvement Variance

stated goal achieving
goal
❏ Not Imp ❏ Not ❏ Some ❏ Yes ❏ Much better
❏ Imp Difficult function ❏ No (+2)
❏ V Imp ❏ Minor ❏ No ❏ A little
❏ Ex Imp Difficulty function better (+1)
❏ Mod ❏ As
Difficulty expected
❏ Extreme (0)
Difficulty ❏ Part
achieved
(-1)
❏ Same as
baseline
❏ Worse (-2)
FAQs
What can I do in my classroom to support the mental health of my students?

● Be aware of the warning signs of common mental illnesses as you spend the most time at school with students and may be the most likely to notice
changes that warrant concern and intervention. Additionally, you can focus on student strengths when they are struggling and aim to create an overall
positive and supportive environment for student mental health

How do I know if a student is having a mental health issue?

● Keep an eye out for the signs/symptoms of diagnoses and red flags discussed earlier. Some of these include exhaustion, withdrawal, and difficulty
concentrating. If you have concerns, it is best to refer students so they can get extra support

I want my students to feel comfortable talking to me and trusting me enough to keep what they tell me private. However, I know that is not always possible, so
when am I required to report something a student says to me?

● If a student is harming themselves and when a student has suicidal ideations. You are also able to break confidentiality when disclosure is necessary in
supporting the education of the student

Who should I refer students to if I am concerned about their mental health?

● You can refer students to the school counselor or the school psychologist, depending on what your concerns are, to get them the help that they need
 Resources
● National Domestic Violence Hotline
○ https://www.thehotline.org/
○ 1-800-799-7233
● Laura’s House
○ https://www.laurashouse.org/

● National Suicide Prevention Lifeline

○ 1-800-273-8255
○ https://suicidepreventionlifeline.org/

● National Sexual Assault Hotline

● Call 1-800-656-4673
● https://rainn.org
Resources
● National Institute of Mental Health ● Mental Health America
○ https://www.nimh.nih.gov/index.shtml ○ https://www.mhanational.org/MentalHealthI
● Mentalhealth.gov nfo
○ https://www.mentalhealth.gov/basics ● American Psychiatric Association
● Crisis Text Line ○ https://www.psychiatry.org/patients-families
○ https://www.crisistextline.org /what-is-mental-illness
● Nami Helpline ● Online Counseling/Therapy
○ https://nami.org/Find-Support ○ https://www.regain.us/start/
○ 1-800-950-NAMI (6264). Mon-Fri 10 A.M.- 6 ○ https://www.7cups.com/
P.M. ○ https://cimhs.com/
○ Text NAMI to 741741 ○ https://www.talkspace.com/
References
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https://www.cta.org/About-CTA/Who-We-Are/Code-of-Ethics.aspx.
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arch%3Ae5a60b3676a5be5dff03112db8774760
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https://www.cdc.gov/vitalsigns/suicide/index.html.
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A9380346e9d630131cea6afd8479eaf52
References
Dexter, D. Progress Monitoring with a Response-to-Intervention Model. RTI Action Network. Retrieved from
http://www.rtinetwork.org/learn/research/progress-monitoring-within-a-rti-model
Fazel, M. (2014 October). Mental health interventions in schools. Lancet Psychiatry. Retrieved from
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Freeman, E. Providing School-Based Mental Health Services. Safe Supportive Learning. Retrieved from
https://safesupportivelearning.ed.gov/sites/default/files/05%20P2_Providing%20Scl-Based%20MH%20Svs%20FINAL.pdf
Gjelten, E. A. (n.d.). What Are Teachers’ Responsibilities to Their Students? Retrieved from
https://www.lawyers.com/legal-info/research/education-law/teachers-have-many-responsibilities-to-their-students.html.
Gopalkrishnan, N. (2018). Cultural Diversity and Mental Health: Considerations for Policy and Practice. Frontiers in Public Health, 6. doi:
10.3389/fpubh.2018.00179
Meador, Derrick. (2019, October 13). A Teacher's Basic Guide to Making a Referral. Retrieved from
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