School-based mental health services are available for students identified by their school as needing additional support beyond what the school offers as part of their education system.
Our school-based therapists provide counseling services onsite in the school setting, removing barriers of access for children and families.
With early identification, evaluation, and treatment, children and adolescents living with mental illness can achieve success in family life, school, and work.
In recent years, there has been a growing recognition of the critical role that mental health plays in the overall well-being and academic success of students. Schools are no longer just centers for academic learning; they have also become hubs for promoting mental health and emotional well-being among students.
School-based mental health programs provide support, early intervention, and resources to address the psychological needs of students.
Mental health issues among students in the U.S. have reached concerning levels. According to the Centers for Disease Control and Prevention (CDC), approximately one in five children and adolescents experience a mental health disorder each year. This translates to millions of young Americans struggling with conditions such as anxiety, depression, attention-deficit/hyperactivity disorder (ADHD), and more.
Mental health issues not only affect students' emotional well-being but also have a direct impact on their academic performance.
The National Institute of Mental Health (NIMH) reports that mental health disorders can lead to difficulties in concentration, memory, and learning, hindering students from reaching their full academic potential. As a result, untreated mental health challenges can contribute to lower grades, reduced attendance, and increased risk of dropping out of school.
Early Intervention and Prevention: School-based mental health programs offer a unique opportunity for early identification and intervention. With regular screenings and trained professionals on-site, schools can identify at-risk students and provide timely support, preventing more significant problems from developing.
Reducing Stigma and Increasing Help-Seeking: By integrating mental health services within the school setting, students are more likely to seek help when needed. The National Alliance on Mental Illness (NAMI) reveals that school-based mental health initiatives can play a vital role in reducing the stigma surrounding mental health, encouraging students to openly discuss their struggles and seek support.
Enhancing Resilience and Coping Skills: School-based mental health programs not only address existing issues but also focus on building resilience and coping skills. These essential life skills empower students to navigate challenges effectively, promoting better mental well-being throughout their lives.
Creating Safe and Supportive Environments: Schools that prioritize mental health cultivate a safe and supportive environment where students feel valued, heard, and understood. This positive school climate fosters a sense of belonging, which is crucial for students' overall emotional health.
Positive Impact on Academic Performance: Numerous studies demonstrate the positive correlation between mental health support in schools and improved academic outcomes. When students' mental health needs are addressed, they are better able to focus on their studies, leading to increased engagement and academic success.
Cannon Falls Public Schools
Cannon Falls Elementary School
- Rachel Petersen, MSW, LGSW
Cannon Falls Middle/High School
- Rachel Maley, MSW, LICSW
Chatfield Public Schools
Chatfield Elementary School
-Kylie Ramaker, MSW, LGSW
Kasson-Mantorville Schools
- Lucy Rodriguez, MSW
Kasson-Mantorville Middle School
- Samantha Fuller
Kasson-Mantorville High School
- Samantha Fuller
Kenyon Wannamingo Schools
- Elyse Baker MSW, LGSW
Lake City Schools
Bluff View Elementary School
- Emily Patten, MSW, LGSW
Lincoln Secondary School
- Ian Karow, MA, LPCC
Plainview, Elgin, Millville School District
Plainview Elementary
- Brooke Schmidt, MSW, LGSW
Rochester Public Schools
Dakota Middle School
- Roxanna Aldrete MSW, LGSW
Gibbs Elementary School
- Kelsie Deters, MSW, LGSW
Overland Elementary School
- Roxanna Aldrete MSW, LGSW
- Marley Strand MSW, LGSW
Sunset Terrace Elementary School
- Kathy Woods, MSW, LICSW
For more information or to request an appointment please call us at 507-287-2010 or contact us by email.
Training/Certifications: Approved Board of Social work and Board of Behavioral Health & Therapy Clinical Supervisor; Eye Movement Desensitization and Reprocessing (EMDR), Clinical Supervision, DC: 0-5 Diagnostic Classification of Mental Health and Development Disorders of Infancy and Early Childhood (MN DHS), Dare to Lead
Special interests/Skills: trauma-informed care, adjustment through the lifespan, recovery from illness or medical trauma, people with history of brain injury, people who have been involved with the criminal justice system, and supporting healthy sexuality and identity. She enjoys working with children, older adults, and everyone in between.
Training/Certifications: Approved Board of Social Work and Board of Behavioral Health & Therapy Clinical Supervisor; DC: 0-5 Diagnostic Classification of Mental Health and Development Disorders of Infancy and Early Childhood (MN DHS), MN BOSW Approved Supervisor
Special interests/Skills: Adult and adolescent mental health issues; Co-occurring disorders; Cognitive behavior therapy
Roxanna is pursing licensure as a Licensed Independent Clinical Social Worker
Training/Certifications: Cognitive Behavioral Therapy (CBT); Strengths-Based, Solution-Focused Therapy; Family Systems Work;
Special interests/Skills: Latino/Latina/Latinx, BIPOC populations, Supporting School-Aged Children’s Mental Health; LGBTQ+ Identities
My Pronouns are: she/ella
Elyse is pursuing licensure as a Licensed Independent Social Worker
Training and Certification: DC: 0-5 Diagnostic Classification of Mental Health and Development Disorders of Infancy and Early Childhood (MN DHS), DBT Skills
Special Interest/Skills: Focused on Client-Centered therapy interventions including; Cognitive Behavioral Therapy Interventions, Crisis Response, Trauma Informed approaches, de-escalation skills; previous background of co-facilitating outpatient chemical dependency treatments, facilitation of substance use support groups, and certified as a volunteer crisis advocate.
Pronouns: She/Her
Training/Certifications: Systemic Family Therapy, EMDR
Special interests/Skills: Family systems, children and adolescent mental health, trauma treatment.
Specific interests: Cognitive-Behavioral approach, adolescent support, anxiety, life transitions and co-occurring disorders
Emily is pursing licensure as a Licensed Independent Clinical Social Worker
Training/Certifications: Trauma-informed Master’s Program
Specialized interests/Skills: Supporting School-aged Children’s Mental Health; Internal Family Systems Therapy; Play Therapy; Body-Mind Connection; Person-centered and Strengths Based Approach; Trauma-Informed Practice; Cultural Awareness and Intelligence; Co-occurring Disorders
My pronouns are: she/her/hers
Rachel is pursuing licensure as a Licensed Independent Social Worker.
Training/Certifications: DC: 0-5 Diagnostic Classification of Mental Health and Development Disorders of Infancy and Early Childhood (MN DHS)
Special interests/Skills: Play therapy, children and adolescent’s mental health, internal family systems, trauma-focused therapy
Pronouns: she/her/hers
Kylie is pursing licensure as a Licensed Independent Clinical Social Worker
Training/Certifications: Eye Movement Desensitization Reprocessing (EMDR) 2023, DC: 0-5 Diagnostic Classification of Mental Health and Development Disorders of Infancy and Early Childhood (MN DHS); Cognitive Behavioral therapy (CBT); Attachment Regulation Competency Therapy; Dialectical Behavioral Therapy Skills; Solution Focus Therapy; Art Therapy and Play Therapy; Somatic Based Therapy
Special interests/Skills: Complex Trauma Disorders, Autism Spectrum Disorder, Mood and Anxiety Disorders, Personality Disorders, Child and Adolescent Mental Health, Adult Mental Health
My pronouns are: She | Her | Hers
Training/Certifications: Licensed Graduate Social Worker
Specialized interests/Skills: Empowering school age children who face mental health barriers. Can provide services in both Spanish and English.
My pronouns are: she/her/hers
I am pursuing my license as a Licensed Independent Clinical Social Worker.
Training/Certifications: Licensed Graduate Social Worker (LGSW), Eye Movement Desensitization Reprocessing (EMDR), Crisis Intervention
Special Interests/Skills: I am dedicated to empowering individuals by creating a positive, safe, and supportive environment. My interests are Play & Art Therapy, Trauma-Informed Care, Children and Adolescent Mental Health, Gerontology, Strengths-Based Approach, Acceptance and Commitment Therapy, Grief and Loss Support, and Cognitive Behavior Therapy
Pronouns (optional): she/her/hers
Marley is pursuing licensure as a Licensed Independent Clinical Social Worker
Training/Certifications: IV-E Child Welfare Scholar; DC: 0-5 Diagnostic Classification of Mental Health and Development Disorders of Infancy and Early Childhood (MN DHS)
Special interests/Skills: Adult mental health, child and adolescent mental health issues; Cognitive Behavioral Therapy (CBT)
Training/Certifications: Play therapy interventions, Attention Deficit Hyperactivity Disorder (ADHD) interventions, Sandtray interventions, EDMR.
Special interests/Skills: Child and Adolescent Mental Health.
