Supporting the Whole Student

Comprehensive and engaging student support services are vitally important for the academic, college, career and social emotional development and growth of students. 

Student Support Services Professionals work with classroom teachers, parents, administrators and ESPs to provide multi-tiered domain interventions such as classroom lessons, small group counseling, individual counseling and crisis counseling. They also provide consultation, collaboration and resources that aid in the development of learning for all students, which includes school climates that are conducive to student safety, social, emotional well-being and intellectual support of academic and career goals.

Student Support Services Professionals can include instructional facilitators, library media specialists, school counselors, licensed professional clinical counselors, nurses, school psychologists, social workers and speech pathologists. 

What is the Role of Student Support Service Professionals?

Quality student support services foster positive relationships among educators and students, and help increase a students’ attachment to school. They also serve as additional positive adult role models, which is an important link between students, their families, school resources and community-based health and social services.

CTA believes that students’ social-emotional needs must be addressed before effective teaching and learning can take place. When implementing site-level approaches to student discipline or the development of social competencies, CTA believes that it is crucial to involve teachers and credentialed support staff such as counselors, psychologists, nurses and social workers in the development and implementation of such programs.

Student Support Services Committee

The Student Support Services Committee studies and recommends policies and procedures for consideration by CTA governance bodies in the following areas: school counseling and guidance, nursing/health services, speech pathology, psychology, social work, library services, and welfare and attendance services.

Pupil Support Services Team

CTA believes all school districts should have at least one Pupil Support Service Team. This team should be composed of a school nurse, a psychologist, a credentialed counselor, a social worker, a speech therapist, a welfare attendance worker and an audiologist. The team would ensure equal access to academic and support services for all students in order to provide a comprehensive delivery of services and develop programs and strategies that address school climate issues. 

School Nurses

School nurses are registered nurses with a health services credential, a baccalaureate and post-graduate education related to school health issues. School nurses provide a link between health and education. 

School nurse responsibilities include but are not limited to: 

Health Appraisals, Medical Referrals, Health Education, Screenings: Vision, Hearing, Scoliosis, Dental, Student Health Counseling, Referral Follow-up, Crisis Intervention, Sports Physicals, Communicable Disease Control, Health Record Maintenance, Specialized Physical Health Care, Emergency Care, Medication Administration, Staff In-service, Staff Health Counseling, First Aid, Staff CPR Certification, Staff First Aid Certification, Social Welfare Referral, Child Abuse Reporting, Special Education

School Psychologists

School psychologists are credentialed personnel who have training in both psychology and education. Their training and skills are used to team with educators, parents and other mental health professionals to guarantee that every child learns in a healthy, safe and supportive environment. 

School psychologist responsibilities include but are not limited to: 

Provide easily accessible, cost effective mental health services, Provide intellectual, academic, social and emotional assessments, Use intervention and prevention techniques to work with children and families, Provide assistance to teachers in classroom management, learning theory and individual student needs, Provide in-service trainings in learning and behavior management, Foster tolerance, understanding, and appreciation of diversity in the school community.

School Librarians

School librarians are credentialed teachers with an additional Library Media Teacher credential. A direct correlation can be made between improved student achievement and school library programs. School libraries and librarians support reading and literacy initiatives.

School librarians support learning to read and reading to learn. School librarian responsibilities include but are not limited to: 

Collaborate with classroom teachers in designing lessons in finding and using information, Teach students to use technology and to evaluate electronic information, Instruct students in the effective location, evaluation and communication of information in all formats, Help students select books for class assignments and free reading, Develop school library collections of print and non-print materials to meet state and local curriculum standards, Provide access to library materials and technology for students, parents and teachers throughout the day.

School Counselors

School counselors are credentialed in pupil personnel services. School counselors work collaboratively; benefiting students, parents, teachers, administrators and the overall community. 

School counselor responsibilities include but are not limited to:

Develop, plan, implement and evaluate school counseling, guidance and attendance programs, Advocate for high academic, career, personal and social development of all students, Provide school wide (student, family and staff) prevention, intervention and crises strategies and counseling, Provide consultation, training and staff development to teachers and parents regarding student needs and child welfare and attendance laws, Act as a liaison between teachers, parents and other school staff and community resources (including law enforcement and social services) to facilitate successful student development, including referrals for special education services, Interpret student records and tests, Address school policies and procedures that inhibit academic success, Disseminate financial aid and scholarship information. 

*Child Welfare and Attendance counselor must have a Masters Degree in counseling, school social work or school psychology.

School Social Workers 

School social workers are credentialed personnel with a Masters Degree in social work. School social workers identify and provide interventions for students and families that assist in creating positive learning environments for students. 

School social worker responsibilities include but are not limited to: 

Assess factors interfering with the student’s ability to achieve and implement strategies for improvement, Identify and provide intervention strategies for children and their families; including counseling, case management, attendance and crisis intervention, Participate in Student Success Team (SST) process, Participate in the development of individualized education plans (IEP), Consult with teachers, administrators and other school staff regarding social and emotional needs of students, Coordinate family, school and community resources on behalf of students.

Understanding the Impact of Trauma on Our Students

As the number of students with trauma increases, educators are turning to approaches that focus on relationships and empathy.

More and more of our students are coping with the impact of traumatic events in their lives — including chronic homelessness and ongoing abuse, the detention or incarceration of a family member, destructive natural disasters, and shootings and other violent acts in communities. Trauma severely affects their ability to learn and grow, and often results in disruptive behaviors. Many educators are turning to trauma-informed practices and establishing trauma-sensitive schools to reach these students and help them succeed. 

“Behavior is a symptom of a larger problem. Creating a strong relationship with the student is essential to helping them be successful.”

— Christa Maldonado

Defining Child/Youth Trauma

The National Child Traumatic Stress Network says trauma results when a child/youth feels intensely threatened by an event they are involved in or witness. Events include:  

• Bullying
• Community violence (shootings, bombings, or other types of attacks) 
• Complex and early childhood trauma (repeated and prolonged exposure to trauma-inducing situations such as abuse, neglect, poverty, etc.)
• Domestic violence
• Disasters
• Refugee trauma
• Traumatic grief 

Symptoms of Trauma

Educators might observe various behaviors — or changes in behavior — by students who are traumatized, depending on age and type of trauma. These include: 

• Anxiety, fear and worry about safety of self and others
• Worry about recurrence or consequences of violence
• Increased distress, irritability
• Decreased attention and/or concentration 
• Changes in behavior, such as: 
  • Withdrawal from others or activities 
  • Angry outbursts and/or aggression 
  • Change in academic performance 
  • Absenteeism 
  • Decreased attention and/or concentration 
  • Increase in impulsivity, risk-taking behavior 
  • Difficulty with authority, redirection, or criticism
  • Re-experiencing the trauma (e.g., nightmares or disturbing memories during the day)
  • Emotional numbing (e.g., seeming to have no feeling about the event) 

For the full list, sorted by elementary, middle and high school, go to nctsn.org. Note that teachers are mandated reporters and must report all known or suspected cases of child abuse or neglect.

We’d love to hear your insights or relevant experience. Email editor@cta.org with “trauma” in the subject line.

Important Reads and Resources

• Students and Trauma: A Culture of Compassion: Trauma-sensitive schools focus on student well-being 
• How to Help Students After a Disaster: Tips and ideas 
• ‘I Never Felt Fear’: Calm During Crisis: Saugus High School choir teacher maintains focus when the unthinkable happens
• No Such Thing as a Bad Kid: An expert primer on helping students who struggle with emotional and behavioral challenges 
• Restorative Practices After a Disaster:  How can we give students opportunities to openly share their feelings and thoughts?
• CTA member Judy Her Duran is using digital storytelling to help students tell their stories and experiences

Educator Self-Care Tip Sheet

→ Suggestions and resources on dealing with stress, burnout and compassion fatigue – both at work and in your life.