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From YouTube: Education on March 21, 2023
Description
Education Hearing- Docket #0244- Order for a hearing on establishing a mental health curriculum in Boston Public Schools.
A
A
A
A
A
A
It
would
also
be
rebroadcasted
at
a
later
date
in
accordance
with
chapter
107,
of
the
acts
of
2022
modifying
certain
requirements
of
the
open
meeting
law
and
revealing
public
bodies
of
certain
requirements,
including
the
requirement
that
public
bodies
conduct
its
meetings
in
a
public
place
that
is
open
and
physically
accessible
to
the
public.
The
city
council
will
be
conducting
this
hearing
virtually
via
Zoom,
and
it
is
also
being
recorded.
This
enables
the
city
council
to
carry
out
its
responsibilities
while
ensuring
public
access
to
its
deliberations
through
adequate
alternative
means.
A
Written
comments
may
be
sent
to
the
committee
email
at
ccc.education
at
boston.gov
and
will
be
made
part
of
the
record
and
available
to
all
counselors
we'll
be
taking
public
testimony
at
the
end
of
this
hearing
or
I
might
switch
it
up
and
bring
in
public
testimony
beforehand.
I
reserve
the
right
to
do
so,
but
just
in
case
you
have
signed
up
for
a
public
hearing,
know
that
you
we
will
be
calling
on
you.
So
please
sign
up
for
public
testimony.
A
If
you
haven't
done
so,
please
email,
Juan,
Lopez,
Juan,
dot,
Lopez
boston.gov,
with
your
full
name
for
the
zoom
link.
Today's
hearing
is
on
docket
0244
order
for
a
hearing
on
establishing
a
mental
health
curriculum
in
Boston
Public
Schools.
This
matter
was
sponsored
by
me,
counselor
Julia
Mejia
and
was
referred
to
the
committee
on
education
on
January
25th
2023..
A
Today,
I
am
joined
by
my
colleagues
and
I.
Not
am
not
sure
who
was
here
first,
but
I
will
just
say
that
I
have
counselor
president
Flynn
counselor,
Anderson,
counselor,
Coletta,
counselor,
luigien
and
I
believe
that
is
all
and
I'm
going
to
ask
someone
from
Central
staff
or
someone
from
who
can
help
me
out
and
making
sure
that
we
keep
this
order.
And
if
you
have
arrived,
I
know
counselor.
A
President
Flynn
you're,
always
the
first
one
here
so
I
want
to
make
sure
that
if
you
were,
if
I
didn't
call
your
name
first
and
you
were
the
first
one
I
need
you
to.
A
Let
me
know
if
I
got
the
order
right,
because
I'm
sure
you
were
here
before
everybody
else
so
and
I
believe
councilor
Murphy
is
also
with
us.
So
if
you
don't
mind
counselor
Flynn,
if
you
were
first
and
I
called
you
in
the
third
line
or
whatever
just
let
me
know:
okay,
because
I'm
just
catching
up
right
now,
in
terms
of
order
of
arrival,
we
are
joined
by
Community
Advocates,
Administration
officials
and
students,
who
will
be
making
presentations
and
providing
testimony
on
the
matter
before
the
committee.
A
A
We
have
Jenna,
sorry
who
is
the
director
of
student,
supports
and
Dr
Kevin
Simon,
who
is
the
chief
Behavioral
Health
officer
for
Boston
Public,
Health,
commission
and
I
know
that
you,
both
Dr
Simon
and
Jenna,
have
hard
stops.
So
we
will
be
calling
you
first,
even
though
I
didn't
call
you
first,
but
just
know
that
that
is
how
we're
going
to
lead
with
you
all
first,
so
that
we
can
make
sure
that
we
have
you
and
your
time
with
us.
I
am
then
for
our
community
panel.
A
We
have
Dr
Gail,
Krum,
swaby
who's,
the
president
of
the
new
generation
and
Associates
Dr
Charmaine
Charmaine
Jackman
who's,
the
founder
of
info
psych,
Inc,
Carla
Hines,
who
is
the
coordinator
of
mental
health
ambassadors
program
at
the
Boston
project
Ministries,
and
for
our
youth
and
student
panel.
We
have
whistling
Gonzalez
who's,
a
BPS
student
at
the
jamier
Burke
Maya
McNeil,
who
is
a
Boston
resident
and
will
be
bringing
in
the
perspective
of
what
life
is
like
for
students
who
are
medical
students
and
the
type
of
services
that
they
receive
out
in
the
suburbs.
A
So
I
would
like,
before
I
move
on
to
my
opening
remarks.
I'm
give
my
colleagues
an
opportunity
to
start
off
with
their
opening
remarks
and
thank
you
to
my
team
for
getting
the
order
right
and
I'm
sorry
to
say
president
Flynn,
that
councilor
Murphy
beat
you
to
at
this
time.
So
she
was
the
first
one
here
so
counselor
Murphy
and
the
vice
chair
of
the
education
committee.
You
now
have
the
floor.
A
B
Floor.
Thank
you.
Thank
you
to
the
sponsor
of
this.
As
everyone
on
this
call
knows,
the
mental
health
curriculum
is
imperative,
I
believe
to
make
sure
that
we're
not
just
supporting
students
after
the
fact
that
we're
actually
teaching
them
the
skills
they
need
at
a
young
age
as
a
kindergarten.
Most
of
my
year
spent
in
BPS
was
in
Early
Education,
so
I
know
it's
necessary,
not
just
a
middle
school
high
school
health
class,
but
we're
really
getting
in
at
a
young
age
which
is
separate
right.
B
A
mental
health
curriculum
and
BPS
is
separate
from
the
the
need
also
to
make
sure
that
our
teachers
are
trained
properly
and
have
the
supports
they
need,
and
the
staff
in
the
school
that
work
directly
with
our
students
to
also
have
the
social
emotional
Wellness
training
necessary
that
are,
our
kids
are
surrounded
by
adults.
Who
can
you
know,
respond
and
react
in
appropriate
ways,
whatever
they
need
emotionally.
B
As
we
know,
if
kids
are
not
able
ready
to
learn
their
their
brains
are
going
to
shut
down.
Kids,
who
are
under
stress,
are
not
going
to
perform
well
and
learn
how
to
read
and
write
and
I
do
believe.
There's
a
direct
correlation
between
our
very
low
reading
levels
in
the
data
academically
connected
to
the
social
emotional
Wellness
of
our
students
so
happy
to
be
on
this
call
and
strong
supporter
of
this
going
forward.
So
thank
you,
councilman
here
for
having
this
hearing.
A
C
Thank
you,
madam
chair,
and
thank
you
to
you
for
your
leadership
and
the
other
makers
and
bringing
this
forward
through
the
council.
It
has
been
widely
reported
that
our
our
kids
are
in
crisis.
Just
following
the
covid-19
pandemic.
Everybody
on
this
call
has
been
doing
incredible
work.
C
There
has
been
significant
investments
in
Social
and
emotional
Wellness
supports
for
kids
outside
of
the
classroom,
and
it
only
makes
sense
to
ensure
that
those
supports
come
inside
the
classroom
and
we
are
educating
our
kids
about
mental
health
and
why
it's
so
important
and
at
the
end
of
the
day,
trying
to
break
the
stigma.
This
was
certainly
not
something
that
we
talked
about
in
high
school
and
middle
school
or
even
elementary
school
and
I.
C
Do
think
that
it's
about
time,
just
given
the
the
overall
national
movement
to
ensure
that
we
are
centering
ourselves
and
taking
care
of
ourselves,
both
body
and
mind,
it
I
think
it's
it's
time
for
something
like
this
to
happen
in
Mbps
and
I,
look
forward
to
learning
more
about
everybody's
work
and
how
we
can
be
helpful
as
a
council.
Thank
you,
madam
chair.
A
D
Thank
you.
Thank
you,
madam
chair,
and
thank
you
councilman
here
for
your
work
and
Leadership
on
this
critical
issue.
Thank
you
to
the
BPS
team
in
this
field,
for
your
important
work
as
well.
D
Just
want
to
reiterate
what
my
colleagues
have
said
that
mental
health
counseling
emotional
support
services
to
our
BPS
students
is
critical,
but
also
let
us
also
acknowledge
that
we're
going
into
the
budget
season
now
and
and
it's
important
for
City
councilors,
to
support
these
types
of
programs
and
services
as
we
discuss
the
the
budget
so
again
just
want
to
say
thank
you
to
council
Mejia,
but
also
to
the
to
the
panel
from
the
BPS,
but
also
the
panel
from
the
community
as
well.
Thank
you,
Council
Mejia,.
A
E
As
you
know
already,
this
issue
is
very
near
and
dear
to
my
heart
and
I,
worked
in
a
public
health
and
provided
home-based
Mental
Health
Services
for
about
11
years,
so
still
trying
to
figure
out
how
exactly
we
can
Implement
services
or
actually
embed
these
types
of
simple.
You
know,
interventions
or
skill
building
within
our
curriculum
super
important
Genius
of
you
to
file
looking
forward
to
the
conversation.
E
This
talking
point
yes,
like
I,
don't
want
to
turn
into
an
hour
of
blah
blah,
but
really
want
to
hear
from
the
experts
and
folks
from,
of
course,
health
and
wellness
BPS
here,
Dr
Simon
looking
forward
to
your
input
and
we
as
as
we
understand
it
as
we
know
it,
we
don't
necessarily
have
legal
purview
in
the
BPS
curriculum,
but
this
is
a
wonderful
opportunity
to
open
up
the
topic,
have
a
conversation
and
hopefully
come
to
a
reasonable
solution
as
to
how
we
can
address
these
issues.
Thank
you.
E
A
Thank
you,
counselor
Anderson,
and
thank
you
to
my
colleagues
for
joining
us
today
and
to
the
administration
panel
Community
activists,
parents
who
are
tuning
in
and
students
and
I
also
wanted
to
just
before
I.
Oh
thank
you
counselor
luigien.
You
now
have
the
floor.
Thank
you
for
putting
that
hands
up.
Sorry
about
that
Council
Louisiana.
F
All
good
I
won't
believe
the
point,
because
I
know
some
folks
are
on
a
time
pressure
just
happy
to
be
here
happy
to
be
part
of
this
conversation.
I'll
just
say
that
one
of
the
interest
areas
that
I
have
in
this
is
we
need
more
guidance
counselors.
We
need
more
social
workers,
we
need
more
practice.
F
Adults
in
our
schools
are
supporting
and
loving
our
students,
and
one
way
we
do,
that
is
by
creating
a
pipeline
where
students
can
see
themselves
as
being
part
of
that
support
system,
and
you
do
that
in
part
by
creating
a
mental
health
curriculum
and
and
exposing
our
young
kids
to
mental
health,
as
as
an
area
of
importance
as
a
as
an
area
where
they
can
see
themselves
building
a
career
and
so
I
think
about
how
they'll
you
know,
potentially
having
apprenticeship
programs
for
our
young
kids
and
how
that
could
be
a
spin-off
or
be
part
of
a
work
with
that.
F
We
build
out
in
a
mental
health
curriculum
so
important
that
we're
having
this
conversation,
you
know,
as
all
of
my
colleagues
have
said,
also
important
that
we're
we're
talking
about
curriculum,
but
we're
also
talking
about
the
supports
that
our
students
need
to
succeed
in
in
our
schools,
where
a
lot
of
our
kids
are
hurting
and
there's
also
an
incredible
opportunity
for
us
to
think
outside
of
the
box
here
in
terms
of
what
it
means
to
support.
F
A
Thank
you,
councilor
luigien
and
before
I
start
I
just
wanted
to
make
sure
if
any
of
my
other
colleagues
have
joined
I'm
just
going
to
do
a
quick
look
on
the
zoom
I,
don't
see
anyone
so
I'm
just
going
to
dive
into
my
opening
comments
and
I'll
just
be
really
quick.
So
we
know
so
before
we
even
dive
into
the
whole
conversation.
I
want
to
be
really
clear
that
there's
a
difference
between
social
and
emotional
learning
and
mental
health
right.
A
So
I
I
appreciate
that
the
that
our
schools
have
Incorporated
social,
emotional
learning
tactics
and
techniques
through
all
of
their
lessons,
so
I
really
want
the
administration
to
ground
this
conversation
in
understanding
the
difference
between
social
and
emotional
learning
and
mental
health
and
wellness,
and
that
this
conversation
really
is
about
an
opportunity
for
us
to
create
a
curriculum
that
is
standard
across
all
schools,
every
grade
level
throughout
the
entire
District
K-12.
A
So
that's
kind
of
just
want
to
give
the
framework
and
the
backdrop
that
we
really
want
to
make
sure
that
all
kids,
no
matter
what
grade
level
they're
in
they
have
access
to
age-appropriate
relevant
content.
That
is
about
helping
them
understand
the
importance
of
their
mental
health
and
wellness,
so
I,
just
kind
of
want
to
name
that
I
also
want
to
name
as
we
continue
through
guiding.
This
conversation
is
because
of
covet.
A
We
already
knew
that
a
lot
of
our
families
were
experiencing
trauma,
but
post
covet,
we
have
seen
an
uptick
on
the
number
of
students
who
have
we've
seen
a
high-rise
in
in
suicide.
We
we
have
seen
or
attempts.
We
have
seen
young
people
with
more
rates
of
depression,
I
mean
we,
we
already
know
what's
happening
right,
and
so
our
goal
is,
as
we
continue
to
talk
about.
What
we
can
and
cannot
do
is
to
really
use
this
hearing
to
lean
into
and
figure
out.
A
A
That's
what
I'm
really
looking
for
from
the
district
and
and
to
learn
what
that
potentially
could
look
like
and
I'll
just
say
that
postcode
it
under
drum
swaby's
leadership,
our
office
partnered
up
with
Dr
Krum
swaby
and
created
the
mental
health
and
wellness
ambassadors
program,
and
we
had
last
year,
12
young
people
from
across
different
schools
who
participated
in
a
mental
health
and
wellness
training,
and
then
they
became
peer
ambassadors
in
their
schools,
and
this
year
we
decided
to
take
that
same
model
and
be
laser
focused
on
one
school,
which
is
a
Jeremiah
Burke,
and
in
that
school
we're
going
through
an
intense
program
and
our
hope
is
it's
twofold:
it's
not
just
helping
young
people
learn
about
their
trauma
triggers,
but
also
helping
identify
those
triggers
in
their
peers
and
connecting
their
peers
to
the
support
services
that
they
need.
A
In
addition
to
that,
the
goal
is
if
we
can
create
a
pipeline.
This
is
really
a
Workforce
Development
initiative,
so
young
people
are
learning
about
mental
health
and
wellness
as
a
career
and
a
viable
career
option
for
them.
So
it
serves
two
purposes.
One
is
to
help
support
students
and
their
so
and
their
Mental,
Health
and
Wellness
Water.
And
then,
while
the
peers,
who
are
going
through
this
program,
are
learning
about
this
as
a
viable
career
that
they
can
potentially
pursue.
A
So
we
hope
that
you
know,
as
we
continue
to
navigate
these
conversations,
that
we
can
create
more
opportunities
like
this,
where
young
people
are
learning
but
sharing
and
then
also
developing,
that
pipeline
and
through
being
exposed
to
this
as
a
career
is,
is
the
is
the
best
way
we're
gonna
do
just
that.
So,
as
we
continue
to
have
these
conversations,
I
just
kind
of
want
to
ground
Us
in
that
frame,
so
that
we
can
make
some
things
happen.
A
So
with
that
I
am
not
going
to
belabor
the
points
I
am
going
straight
into
the
panel
so
that
we
can
get
to
the
business
at
hand.
We're
going
to
I
understand
that
Jenna
you're
here
just
to
answer
some
questions.
So
do
not
worry,
I
will
not
be
putting
you
on
the
spot
just
yet
so
I'm
going
to
start
off
with
Dr
Simon.
You
now
have
the
floor.
G
Yeah,
and
can
you
hear
me.
A
G
So,
thank
you
so
good
afternoon,
councilmania
and
The
Honorable
members
of
the
committee,
so
I'm
Dr,
Kevin
Simon
I'm,
the
inaugural
Chief
Behavioral,
Health
officer
for
city
of
Boston,
operating
through
the
Boston
Public
Health
commission.
G
Before
that
roll
I
am
and
continue
to
be,
a
Child
and
Adolescent
psychiatrist
in
addiction,
medicine,
specialist
at
Boston,
Children's,
Hospital
and
clinically
I've
provided
care
to
many
youth
who
have
had
some
relationship
to
BPS
or
Boston
Public
School
and
then
actually
before
that
I'm,
the
son
of
a
patient
immigrants.
My
dad
was
a
public
school
teacher
in
New
York
for
over
25
years
before
becoming
a
social
worker
and
then
I
do
actually
have
family
here
in
Boston,
who
are
teachers,
nurses
and
administrators,
Russian
BPS.
G
So
I
speak
from
a
multitude
of
Vantage
points,
as
noted.
The
covid-19
pandemic
era
kind
of
did
Usher
in
New
Challenges,
her
youth
in
Boston,
but
also
nationally,
which
is
leading
to
this
current
Mental
Health
crisis
that
we're
in
so
much
so
that
the
Surgeon
General
American
Academy
of
Pediatrics
and
American
Academy
of
Child
and
Adolescent
Psychiatry
declared
this
to
be
actually
a
crisis
a
little
bit
over
a
year
ago.
G
G
In
particular,
we
want
to
support
historically
marginalized
communities
and
as
Boston,
builds
and
strengthens
its
own
Behavioral
Health
resilience
the
center
envisions
Boston,
where
everyone
can
achieve
their
own
version
of
optimal
mental
and
Behavioral
Health
Wellness
through
Equitable
trauma
informant
intersectional
strategies.
So
we
do
thank
mayor,
Wu
and
city
council
members
for
supporting
our
efforts
to
address
the
issues
already
mentioned
and
those
brought
up
by
council
members,
as
noted
within
the
there's
something
called
the
Boston
Community
Health
needs
assessment,
slash
Boston,
Community,
Health
implementation
plan.
G
That's
the
China
chip
is
the
acronym
the
center
and
there's
three
China
chips.
2019
2020
and
in
2022.
G
to
the
center
is
actively
engaged
in
developing
writing
and
promoting
several
requests
for
proposals
that
address
aspects
of
Behavioral
Health,
because
in
each
of
those
reports,
Behavioral
Health
was
where
mental
health
was
highlighted,
as
a
top
three
need.
So
the
first
RFP
that
we
issued
from
the
sensor
was
the
expansion
of
Behavioral
Health
Workforce
pathway.
G
This
is
it
aspires
to
expand,
Implement
and
support
new
and
existing
efforts
to
recruit,
diverse
Behavioral,
Health,
Workforce
and
I,
say
Workforce,
specifically,
not
to
only
indicate
you
know,
licensed
clinicians,
but
that
could
also
be
peer
recovery
coaches
that
could
be
peer.
Leadership
such
as
teens
and
so
having
more
available,
accessible,
diverse
providers
or
workers
again
would
strengthen
that
sustainable
pathway
and
so
we're
actively
that
rfe
period
closed
we're
actively
reviewing
several
applications.
The
second
RFP
that
we
issued
is
the
behavioral
health
communication
and
public
awareness
campaign.
G
Also,
the
goal
is
to
increase
awareness
and
use
of
boston-based
Behavioral
Health
Resources,
of
which
there
are
a
number
that
have
come
online
because
it'd
be
the
state,
as
of
January
2023.,
to
reduce
stigma
surrounding
the
need
and
or
use
of
Behavioral
Health
Services,
because,
unfortunately,
stigma
still
does
exist,
particularly
in
marginalized
communities,
and
shape
stories
that
normalize
the
support
of
lived
experiences
so
again
in
the
center
aims
to
engage
youth
throughout
this
process
of
the
communication
campaign.
Given
that
that
will
be
the
prioritized
voices.
G
In
addition
to
the
aforementioned,
we
are
an
active
discussions
with
BPS
leadership
and
mental
health
colleagues
to
assess
how
best
to
address
student
and
system
needs,
foster
new
collaborations
and
ensure
coordinated
efforts
in
response
to
students,
parents,
teachers
and
staff
they're
pressing
mental
health
concerns.
Bps
itself
has
a
mental
health
presence
within
B.
G
Bphc
itself
has
a
mental
health
presence
within
BPS
Peter
rafalakis
is
our
licensed
clinical
social
worker
who
provides
a
clinical
leadership
to
the
bphc
school-based
mental
health
teams.
Those
teams
include
licensed
social
workers
and
mental
health
clinicians,
and
currently
we
have
seven
clinicians
who
are
providing
direct
individual
therapeutic
counseling
within
eight
BPS,
high
schools,
and
so
that's
again,
a
partnership
that
affords
us
an
opportunity
to
be
engaged
and
be
supportive
in
the
mental
health
aspect
for
BPS
students.
G
Over
the
years
we
have
learned
that
students
have
reported
consistently
the
issues
around
trauma,
grief
from
loss
and
anxiety
related
to
the
immigration
experience
and
again
the
pandemic
has
worsened
that.
So
we
are
in
agreeance
that
supporting
mental
health
demands
more
multifaceted
and
culturally
nuanced
approaches.
So
you
know
include
I'd
like
to
emphasize
the
importance
of
mental
health
support
for
Boston
use,
Boston
parents,
teachers
within
BPS,
and
commend
the
committee
here
for
exploring
creative
approaches
and
opportunity
with
regards
to
behavioral
health.
A
Thank
you,
Dr
Simon
I
really
do
appreciate
your
brevity
and
your
use
of
time.
And
yes,
if
you
don't
mind
I'm
more
than
happy
to
whatever
slides
you
want
to
share
with
our
office,
we
will
also
amplify
on
our
socials,
because
not
everyone
is
tuning
in
right
now,
but
we
definitely
would
love
to
be
able
to
disseminate
whatever
information
you
have
for
us.
So
thank
you
for
that.
I
am
going
to
move
on
now
to
Jill
Carter
who's.
A
H
Thank
you
very
much
good
afternoon
City
councilor
Mahia
and
the
other
City
councilor
members
that
are
on
this
call.
H
As
you've
heard,
my
name
is
Jill
Carter
I'm,
the
senior
executive
director
for
the
office
of
Health
and
Wellness,
Health
and
Wellness,
is
in
teaching
and
learning,
which
is
a
department
in
the
academic
division,
and
the
health
and
wellness
office
is
made
up
of
an
of
a
number
of
teams,
including
health
education,
which
is
what
we're
here
to
talk
about
today.
Our
office
also
leads
and
coordinates
the
district's
work
on
the
whole
child
as
you've
heard
Cheryl
todisco.
H
The
director
of
health
education
is
here
with
me,
and
she
and
I
are
going
to
share
our
opening
remarks,
so
I'll
get
started
and
then
pass
it
over
to
her
a
little
bit
on
behalf
of
the
office
of
Health
and
Wellness.
We
appreciate
the
time
to
speak
in
this
hearing.
We
share
the
council's
commitment
to
nurturing
caring
for
and
setting
students
up
for
success
in
all
aspects
of
Health,
including
mental
health.
Our
approach
to
this
commitment
is
framed
through
the
cdc's
whole
school
whole
Community
whole
child
model.
H
The
district
aims
to
provide
Mental,
Health
Services,
a
supportive
School
environment
and
health
education
and
instruction
engaging
with
BPS
families
in
these
efforts
today,
we're
here
to
specifically
address
the
instructional
component
or
mental
health
education
during
our
time,
we'll
share
the
district's
policy
and
framework
for
health,
education,
inclusive
of
mental
health,
education,
we'll
discuss
how
the
district
supports
schools
centrally
and
then
we'll
share.
What,
where
we're
at
and
some
of
the
challenges
we
face
in
fully
implementing
our
vision
for
comprehensive
health,
education
and
BPS.
H
First,
let
me
say
that
health
education
strives
to
improve
health
outcomes
for
Youth
and
their
families
by
teaching
the
knowledge
and
the
skills
necessary
for
lifelong,
healthy
choices,
as
as
clearly
indicated
in
the
order
for
this
hearing,
the
mental
health
of
our
students
is
deeply
concerning
concerning
and
as
we
just
heard,
it's
it's
really
at
a
crisis.
State
results
from
Boston's
Most,
recent
middle
and
high
school
youth
risk.
Behavior
surveys
conducted
in
the
fall
of
2021
further
reinforce
the
importance
of
prioritizing
students,
social,
emotional
and
mental
health.
H
This
feeling
of
persistent
sadness
also
Rose
to
36
percent
amongst
Middle
School
students,
self-harm
behaviors
among
high
school
students
significantly
increased
since
2019,
and
the
percentage
of
students
that
felt
close
to
someone
at
their
school
decreased
significantly
for
both
middle
and
high
school
students.
These
experiences
were
consistently
more
common
among
female
students
and
students
identifying
as
lesbian,
gay,
bisexual
questioning
or
another
sexual
orientation
compared
to
their
male
and
straight
peers
respectively.
Further
black
and
latinx
students
were
significantly
more
likely
than
their
white
and
Asian
peers
to
attempt
suicide.
H
Mental
health
is
a
critical
part
of
overall
health
and
well-being,
education
on
the
various
dimensions
of
Health,
including
mental
health
and
the
relationships
of
physical
and
mental
health
and
enhances
students,
understandings
attitudes
and
behaviors
that
promote
health
and
well-being.
I'm
going
to
turn
it
over
to
Cheryl,
to
give
you
a
little
bit
of
an
overview
of
what
our
health,
education
and
mental
health
curriculum
looks
like.
I
Mental
health
education
is
a
key
component
of
the
health
education
curriculum
health
education
builds
skills
and
competencies
such
as
goal
setting
and
decision
making
within
a
wide
range
of
topic
areas,
including,
but
not
limited
to
bullying,
cyber
bullying
and
violence
prevention,
sexual
health
and
healthy
relationships,
substance
misuse
and
harm
reduction
and,
of
course,
Mental
Health.
The
CDC
states
healthy
students,
successful
Futures.
We
aim
to
be
certain
that
every
child
in
every
classroom
in
every
school
gets
the
health
education
instruction.
I
The
vast
array
of
health,
education
topics
and
skills
are
rooted
in
National
standards,
social,
emotional
learning,
intersectional,
pedagogy
and
anti-racism
and
trauma-informed
practices.
Students
show
significant
social
emotional
growth
when
taking
part
in
health
education
classes,
because
it's
a
class,
that's
focused
on
them.
As
one
of
our
BPS
middle
school
students
said,
health
education
builds
Who,
We
Are
as
an
organization.
We
care
deeply
about
the
individual
growth
students,
experience
from
health
education,
as
well
as
the
community
and
public
health
impact.
Comprehensive
Health
education
can
offer
aligning
with
our
district
goals
and
priorities.
I
We
see
health
education
as
a
factor
to
increasing
Health
Equity
in
the
Boston
community
BPS
health
education
instruction
is
informed
by
policy
and
that
policy
states
the
following
course:
requirements:
delivery
of
BPS,
healthy
and
safe
body
unit
in
Elementary
grades,
two
semesters
of
Health
Ed
in
grades,
six
through
eight
taught
by
a
licensed
Health
educator
and
a
one
semester
course
of
health
education
in
total
in
grades
9
through
12
taught
by
a
licensed
Health
educator.
The
policy
also
provides
recommendations
for
comprehensive
health
education
across
all
grades.
K-12.
I
The
curriculum
provides
Essential
Knowledge
in
mental
health
and
promote
skill
development
for
managing
stress
and
anxiety
and
engaging
in
self-care
lessons
focus
on
self-esteem
and
awareness
and
health,
enhancing
behaviors
like
building
a
personalized
mental
health
toolbox
and
learning
how
to
access
valid,
reliable
resources
at
the
middle
and
high
school
levels.
There
are
12
lessons
per
grade
band
informed
by
data
bps's
baby
has
enhanced
our
mental
health
curriculum
in
school
year
2122.
I
In
the
midst
of
the
pandemic,
the
mental
health
lessons
are
housed
in
the
digital
health,
education
learning
library
office
records
show
that
these
lessons
have
been
shared
with
78
middle
and
high
school
teachers
and
staff.
The
office
of
Health
and
Wellness
provides
professional
development
and
instructional
coaching
technical
assistance,
additional
resources,
materials
and
family
nights.
To
present
the
information
on
our
mental
health
curriculum
this
school
year.
I
The
mental
health
curriculum
was
shared
in
health,
education,
professional
development
forums,
reaching
52
teachers
across
38
schools,
mental
health
awareness
support
and
services
requires
an
orchestrated
effort
from
the
entire
Boston
Community.
Youth
need
to
know
that
someone
cares
about
them.
They
need
to
feel
connected.
Building
strong
bonds
and
relationships
with
adults
at
school
at
home
and
in
the
community
provides
youth
with
a
sense
of
connectedness,
which
has
been
shown
to
improve
Mental
Health.
I
In
addition
to
our
mental
health,
education
curriculum
K-12,
we
collaborate
with
BPS
colleagues
in
the
office
of
Social,
Work,
restorative
justice,
Behavioral
Health
Services,
and
succeed
Boston
to
implement
specific
health
education
topics.
We
are
united
in
our
effort
to
align
language
and
interventions
across
multiple
tiered
system
of
support.
I
Bps
efforts
are
also
enhanced
and
supported
by
Community
Health
Partners.
We
are
proud
to
continue
our
work
with
the
Boston
Public
Health
commission,
who
provides
mental
health
programming
services
and
initiatives
in
our
school.
We
appreciate
and
work
closely
with
the
Health
Resource
Centers,
the
school-based
health
centers,
the
Boston
youth,
resiliency
and
Recovery
collaborative
the
youth
prevention
program
and
the
Division
of
Child
and
Adolescent
mental
health
to
meet
the
wellness
needs
of
the
whole
child.
I
A
Wanted
to
just
quickly
interrupt
I
I,
let
the
timer
go
on
a
little
bit
longer.
I
just
wanted
to
just
get
a
sense
of
how
much
data
you're
going.
H
To
give
us,
because,
just
probably
two
or
three
minutes
of
just
giving
you
the
current
state
of
how
we're
doing
and
implementing
what
Cheryl
just
described,
so
you
have
a
better
sense
of
how
comprehend
you
know
how
far
across
the
different
District
it's
actually
implemented.
So,
but
is
that?
Do
you
want
me
to
wait?
I.
A
Guess:
I
guess
what
and
I'm
not
sure
what
the
data
you're
going
to
share
with
us,
but
here's
some
data
that
I
want
to
make
sure
that
we,
you
know
I
like
to
know
how
many
students
across
the
district
I'd
like
to
know
how
many
schools
which
schools,
what
neighborhoods
they
represent
and
I'd
like
to
know
a
general
figure
about
like
how
many
hours
we
we're
using
for
mental
health
and
wellness,
not
social,
emotional
learning,
because
those
two
things
are
different
and
I
just
want
to
keep
re-emphasizing
those
two
things,
because
emotional
learning
is
a
tactic
and
a
way
of
like
showing
up
and
being
emotionally
intelligent.
A
H
I
may
need
to
get
back
to
you
on
some
of
the
the
hours
and
some
of
the
other
pieces,
but
we're
we
can
do
that
so
with
that
I'll
I'll
just
share
a
little
bit
in
in
in
Spring
of
2022
School
leaders,
health,
education,
teachers
and
PE
teachers
completed
the
cdc's
school
health
profile
surveys
to
assess
our
implementation
of
school
policies,
programs
and
practices
related
to
health
and
what
we
learned
there
was
that
in
2022,
87
of
schools
said
they
tried
to
increase
student
knowledge
on
mental
and
emotional
health
in
a
required
course.
H
In
any
grade
of
six
grades,
6
to
12.,
however,
only
54
of
schools
with
grades
6
to
12
offered
Health
instruction,
either
as
a
part
of
the
required
health
education
course
or
another
required
subject
of
middle
school
and
high
schools
that
required
students
to
take
at
least
one
Health
Ed
Course.
A
third
had
courses
taught
by
licensed
health
education
teachers.
H
H
The
good
news
is
that
this
year
and
in
recent
past
years,
schools
and
the
office
of
Health
and
Wellness
have
added
and
continue
to
add
investments
in
part-time
and
full-time
health-ed
teachers
in
an
effort
to
improve
the
quality
and
Equity
of
Health
Ed
instruction
in
the
district.
Esser
funding
and
other
grants
have
allowed
us
to
hire
staff
who
will
and
who
have
and
who
will
increase
health
education
in
schools
over
this
year
and
next
20
more
schools
are
offering
health
education
this
year
than
they
were
than
were
last
moving
forward.
H
We
will
continue
to
build
an
understanding
that
Comprehensive
Health
education,
inclusive
of
mental
health,
is
a
strong
academic
content
area
with
specific
student
learning
outcomes
and
a
centrally
provided
scope
and
sequence.
We
will
work
to
increase
the
numbers
of
licensed
health
education
teachers
in
the
district.
We
will
continue
to
strengthen
our
collaboration
across
the
student
service
departments
and
health
education
teachers
to
ensure
common
language
service,
linkages,
sharing
of
resources
and
support
for
instruction,
and
all
this
with
the
goal
of
fully
implementing
the
BPS
health
education
policy.
H
However,
in
order
to
meet
our
vision
and
these
goals,
we
we
do
need
to
overcome
some
challenges
related
to
this,
and
some
of
which
I
I've
already
mentioned
around
Staffing
and
and
other
things
that
we
can
take
up
in
a
little
bit.
H
I
I
just
wanted
to
say
that
health
education
strives
to
improve
the
health
outcomes
for
Youth
and
their
families
by
teaching
the
knowledge
and
the
skills
and
neces
that
are
necessary
for
lifelong,
healthy
choices,
and
we
know
that
this
is
a
critical
part
of
addressing
the
Mental
Health
crisis,
and
it
obviously
needs
to
be
well
embedded
with
the
other
services
and
supports
that
everyone
has
already
mentioned
so
with
that
I.
Thank
you
for
the
opportunity
to
share
and
I'll
turn
it
back
to
you.
A
Thank
you.
Thank
you
for
that.
I'm
gonna
go
in
the
interest
of
time,
making
sure
that
we
have
an
opportunity
to
have
my
colleagues
ask
questions.
I
also
have
questions
too,
but
wanted
to
be
super
mindful
of
the
hard
stops
that
have
been
flagged
for
me,
I'm
going
to
start
with
questions
and
we're
going
to
start
with
counselor
Murphy,
followed
by
counselor
Coletta
Then,
followed
by
counselor
Flynn
concert,
Anderson
and
then
cancer
Louisiana,
counselor
Murphy.
You
now
have
the
floor.
A
That
is,
if
you're
still
here
going
once
twice
three
times:
I'm
gonna,
keep
it
moving.
Counselor,
Coletta
I
know
you
were
here
and
I
believe
you
still
are
with
us,
so
counselor
Coletta.
You
now
have
the
floor
and
I
know
you
held
a
hearing
last
week
in
regards
to
creating
a
curriculum
around
climate
and
environmental
justice.
So
it
seems
like
we're
all
trying
to
help
support
BPS
and
the
best
thing.
We
know
how
and
would
love
to
give
you
an
opportunity
to
ask
your
questions.
Counselor,
Coletta.
C
Thank
you
so
much
chair,
and
you
know
what
I
I'm
actually
not
in
a
position
to
ask
questions
that
I
would
like
someone
to
yield
my
time.
Would
you
mind
coming
back
to
me
after
my
following?
It's
absolutely
absolutely
thank
you.
So.
A
Much
no
worries
president
Flynn,
you
now
have
the
floor
and
I
am
going
to
start
the
timer
five
minutes.
D
Thank
you,
madam
chair,
again,
want
to
say
thank
you
to.
You
went
to
the
panel
for
the
important
work
they're
doing
I
guess
my
question
is
listening
to
the
conversation
for
the
last
half
hour
or
40
minutes,
or
so
with
with
the
almost
three
year
pandemic
in
the
in
the
learning
learning
loss
for
for
most
students,
I!
Guess
what
can
the
city
council?
What
can
a
city
council
do
to
be
helpful
to
BPS
students
to
you
and
your
team,
as
we
as
we
advocate
for
certain
programs
and
services?
H
Well,
I
think
you
know
some
of
the
challenges
we
face
are
really.
We
don't
have
the
health
education
teachers
that
are
really
necessary
to
offer
health
education,
Comprehensive,
Health
education
in
the
ways
that
Cheryl's
described
at
all
of
our
schools.
So
you
know
definitely
appreciate
that
in
past
years,
we've
increased
a
lot
of
our
students,
student,
Support
Services.
H
In
making
sure
we
have
nurses
in
every
school,
we
have
social
workers,
we
have
psychologists
and
school
counselors
and
we
really
appreciate
that
and
and
I
think
that
you
know
ensuring
that
we're
actually
making
sure
that
there's
tier
one
or
health
education
for
all
students
is
is
critical
and
that
really
requires
Staffing
at
schools
for
health,
education,
so
I
would
say.
That's
one
element
that
you
know
I
wanted
to
highlight
as
a
challenge.
The
other
challenge
is
that
we
face.
H
Is
you
know,
schools,
don't
necessarily
they're
trying
to
fit
a
lot
into
a
school
day,
and
so
you
know
it's
having
staff
but
it.
H
But
it's
also
having
time
in
the
school
day
to
make
sure
that
we
can
offer
a
health
education
curriculum,
and
so
you
know
that's
probably
true,
and
maybe
what
you
hear
for
other
curriculum
topic
areas
that
that
folks
come
and
talk
to
you
about
as
well,
because
we
always
want
to
offer
a
lot
of
a
really
well-rounded
course
of
studies,
but
sometimes
that's
challenging
and
then
I
would
just
say
the
last
thing
when
it
comes
to
health
education.
H
That
might
be
a
little
bit
different
for
is
to
recognize
that
in
Massachusetts
we,
the
the
how
the
Massachusetts
Mass
Corps
requirements
for
grass
graduation
don't
require
health
education.
So
many
states
require
health
education
as
a
part
of
a
graduation
requirement.
Bps
has
its
requirements,
but
I
think
when
you
know
when
you're
thinking
about
a
sort
of
yeah,
the
the
different
policy
levels,
I
think
having
Mass
core
include
a
requirement
of
health
education
would
be
something
that
we
should
work
towards.
So
I'll
stop
there.
D
Okay,
thank
you
Jill,
maybe
as
a
follow-up,
so
the
these
teachers
that
are
that
are
engaged
that
are
teaching
these.
This
program,
health,
education.
D
We
we
need
more
teachers,
certainly
the
current
teachers
we
have
when
they
when
they
are
teaching,
do
they.
What
I
was
always
concerned
with
is
not
to
give
not
to
make
sure
that
their
work
schedule
is
completely
full.
Give
them
an
opportunity
to.
D
But
do
we
have
also
the
you
know,
the
the
para
professionals
that
that
are
help
these
teachers
with
the
subjects
and
can
help
the
students,
but
it's
also
important
for
the
Social
and
emotional
emotional
health
of
the
teaches
as
well,
because
it's
very
difficult
to
be
teaching
courses
during
this
time,
when
you
also
have
your
own
challenges
at
home,
with
your
own
children
and-
and
sometimes
you
do-
need
a
little
bit
of
a
break
to
relax
instead
of
just
going
seven
eight
hours
straight,
just
just
want
to
see
what
your
thoughts
might
be
on
that.
H
Yeah,
thank
you
for
that
question.
I
can't
speak
specifically
to
paraprofessional
supports
in
health
education
classrooms.
That
is
something
that
is
a
very
importance
to
the
district.
I
know,
as
we
are
focused
on.
H
H
We
actually,
through
our
Esser
funding,
we're
able
to
add
a
staff,
Wellness
manager
position
and
we've
been
actually
been-
writing
grants
for
years
where
we
can
hope
you
know
help
schools
get
additional
resources
that
really
support
those
kinds
of
well-being,
those
activities
and,
and
even
and
thinking
structurally
about.
How
can
we
improve
the
health
and
wellness
of
our
students
and
staff?
So
that
is
something
that
weeda
is
a
part
of
the
office
of
Health
and
Wellness.
H
Our
wellness
policy
also
has
a
a
staff
wellness
policy
component,
so
we
definitely
see
that
as
being
critical
even
within,
if
we're
going
to
have
more
health,
education
teachers
or
any
teachers.
For
that
matter,
we
we
need
to
make
sure
that
they
feel
supported
and
cared
for,
and
I
was
thinking
earlier.
When
you
were
all
talking
about
a
pipeline
for
career,
we
we
need
more
health,
education,
teachers
too,
and
so
I'm,
hoping
that
all
the
efforts
that
we're
talking
about
around
career
Pathways
can
include
Health
Ed
teachers
as
well.
D
A
D
About
that,
thank
you
and
I'll
I'll
be
brief.
Jill
can
you
just
explain
and
and
I
know,
I,
don't
really
know
the
the
definition
of
health,
education
and
maybe
some
of
our
listeners,
don't
necessarily
know
the
definition
of
health
education.
Can
you
just
explain
it
for
us?
Please.
I
I
Health
education
is
grounded
in
six
behaviors
that
the
CDC
has
found
to
be
the
leading
causes
of
morbidity
and
mortality
among
students,
so
those
and
I
can
I
can
share
those
six
categories
if
you'd,
like
so
health
education,
teachers
provide
essential
skills
like
communication
relationship
skills,
advocacy
for
self
and
others
analyzing
the
influences
that
young
people
are
exposed
to
every
day
and
every
grade
level,
and
then
they
provide
that
core
content
like
disease
prevention,
violence
and
injury
prevention,
nutrition,
Online
safety
and
bullying
prevention,
and
most
important
and
I
I
taught
health
education
for
20
years.
I
So
I
came
out
of
the
classroom
to
come
to
Boston
health
education
teachers.
Are
that
trusted
adult
that
consistent
adult
in
the
building
that
creates
safe
and
supportive
learning
environments
and
they
provide
that
culturally
enlisted
linguistically
affirming
student-centered
approach
that
supports
student
achievement
and
well-being
and
empowers
young
people
to
be
agents
of
their
own
health
students?
D
Well,
well,
thank
you,
Cheryl
I,
I
didn't
know
all
that.
So
I'm
glad
you
brought
that
up.
You
you
informed
me,
you
educated
me
and
maybe
you
you
helped
some
people
listening
to
so
I
want
to
say
thank
you
for
your
response
as
well.
Thank
you,
madam
chair.
A
Thank
you,
president.
Flynn
I
am
going
to
move
on
the
counselor
Anderson
representing
district
7,
followed
by
at
large
counselor
in
Louisiana,
so
councilor
Anderson.
You
now
have
five
minutes
on
the
floor.
E
E
I
guess
I
I
really
want
to
have
ask
questions
about
implementation
and
specifically
how
this
is
tied
into
practices
as
we
like,
as
we
know,
of
interventions
or
any
type
of
like
Crisis
management
or
problem
solving
skills
that
takes
time
to
build
up,
and
also,
we
have,
to
you,
know,
create
action,
plans
or
different
types
of
monitoring
system
to
for
behavior
modification
or
monitoring
skill
building
and
how
we're
making
progress
and
how
the
Adolescent
specifically
is
making
progress
in
terms
of
learning
these
skills
I
want
to
understand
your
services
or
how
would
you
say
that
it
it
does
that
specifically,
does
it
monitor
how
students
in
Boston,
public
schools
are
learning
these
skills
and
also,
how
are
we
actually
keeping
track
of
their
benchmarks?.
H
I
I'll
I'll,
take
it
I'll,
take
I'll,
start
on
that
and
then
see
if
anybody
else
on.
My
team
wants
to
add
to
that.
But
health
education,
like
any
other
course
like
science
or
math
or
social
studies,
should
include
assessments.
H
Those
assessments
are
usually
on
their
obviously
their
knowledge
or
how
they're
able
to
practice
in
you
know
indicating
like,
for
example,
if
they're
learning
about
healthy
eating.
How
do
we
know
if
they
actually
could
you
know
work
to
or
can
demonstrate
that
they
understand?
H
You
know,
choosing
some
healthy
choices
or
something
like
that
right,
but
so
you
we
we
definitely
like
any
other
course
would
be,
assessing
their
understanding
and
and
their
ability
to
practice
some
of
those
things,
especially
around
healthy
relationships
and
some
of
those
others.
But
I
heard
you
in
your
question,
maybe
ask
is
what's
happening
in
the
tier
one.
H
Curriculum
could
connected
to
what
might
happen
or
need
to
happen
if
there's
need
for
a
tier
two
meaning
a
small
group
support
or
an
individual
support
from
from
something
that
might
be
coming
up
and
would
need
that
additional
support
from
our
student
support
team
is
is,
that
is
that
am
I
right
in
understanding
that
question.
E
So
close
the
point
of
implementing
social,
emotional,
health,
sorry,
a
curriculum
to
teach,
children's
social
emotional
skills.
We
have
to
be
able
to
measure
benchmarks.
We
have
to
be
able
to
say
you
know
by
a
certain
age
or
even
if
not
by
certain
age,
because
we
know
that
each
child
differs
in
terms
of
their.
You
know,
time
and
development,
but
that
by
a
certain
time
specifically,
we
want
to
see
some
sort
of
growth.
E
We
want
to
understand
that
you
have
covered
these
set
of
skills
in
in
education
and
I
think
that
the
services
that
you
provide
are
reactionary,
although
very
necessary,
but
I
think
that
they
are
more
interventive
or
that
they
are
after
the
fact
right.
It's
a
it's!
It's
more
of
the
western
approach
that
we
are.
You
know
treatable,
we
things
are
treatable,
not
curable
and
I.
E
Think
preventative
means
curriculums
that
we
before
the
fact
that
we're
teaching
children
these
types
of
skills
to
address
again,
you
know
crisis
management,
and
it
means
that
they
would
have
learned
these
skills
very
early
on.
Not
only
that
that
you
know
I've
heard
conversations
about
facilities
and
how
outdoor
you
know.
Experiential
learning
or
facilities
can
complement
such
curriculums,
so
obviously
Boston
investing
more
in
state-of-the-art
facilities
to
be
able
to
give
children
such
experiences.
Maybe
sports
right.
We
know
that
research
show
different
ways,
but
monitoring
this
progress
means
a
curriculum.
E
It
means
that
we're
creating
action
plans
to
say
certain
children,
because
we
do
you
do
that
in
home
therapy.
You
also
do
that
in
outpatient
right,
where
you
actually
monitor
children's.
You
know
objectives
or
reaching
objectives,
but
we
don't
do
that
with
social
emotional.
Anything
into
schools,
we're
services
that
are
addressing
children
with
needs,
and
so
I
think
it's
a
totally
step
thing.
E
It's
again,
it's
after
the
fact,
but
not
preventative,
so
I'm
asking
if
you
were
to
build
out
if
there
are
search
services
or
if
you
are
addressing
certain
students
with
social
services,
are
there
other
ways
that
we
are
measuring
benchmarks
that
we're
reaching
with
kids
learning
these
skills.
H
Right,
I'm
gonna,
let
Cheryl
take
I
I,
do
just
want
to
say
that
that's
why
we
agree
with
you
and
that's
why
everyone
needs
to
be
taking
health
education
that
is
starts
in
kindergarten
and
goes
up
and
the
the
lessons
themselves,
like
you
said,
are:
are
age
appropriate
and
they're,
actually
stepping
students
through
the
development
of
a
spiral,
series
of
of
skills
and
I
I,
hear
you
asking
so
are
we
monitoring
that
and
I'm
gonna
I'm
going
to
turn
that
to
Cheryl?
If
Cheryl,
because
I
can
see
you
wanted
to
add.
I
Yes,
thank
you
so
much
for
the
question.
I
just
want
to
emphasize
that
our
mental
health
curriculum
is
based
on
national
health,
education
standards
that
have
benchmarks
for
different
grade
levels,
Pre-K
to
two
grades,
three
to
five
grade:
six
to
eight
grades:
nine
to
twelve.
We
focus
in
on
the
the
lessons
that
we
have
appeal
to
the
multiple
intelligences
of
young
people.
They
use
Universal
Design
for
Learning,
and
we
have
a
a
very
detailed
and
scaffolded
scope
and
sequence.
I
So
that
means
the
lessons
in
the
younger
grades,
build
upon
the
knowledge
of
of
the
grades
prior
to
make
sure
students
have,
you
know,
have
practiced
and
acquired
that
skill.
I
We
and
we
have
a
rigorous
curriculum
that
and
how
that
includes
higher
level
thinking,
and
so,
while
our
curriculum
is
preventative
in
nature,
we
ask
students
to
evaluate
the
validity
of
the
health
information
that
they're
receiving.
For
example,
that's
one
of
the
benchmarks
and
and
one
of
the
things
that
we
would
be
assessing
how
valid
is
the
information
that
they're
receiving
on
Instagram
on
Tick,
Tock
and
so
they're
processing
collaboratively
with
their
peers
as
they
explore
that
Benchmark?
We
can
talk
about
the
interpersonal
communication
benchmarks,
and
so
they
would
have
to
demonstrate
this.
I
The
refusal
skills,
how
do
they
use
their
refusal
skills
if
they
are
asked
to
vape?
How
do
they
use
their
refusal
skills
if
they
find
themselves
in
an
unhealthy
relationship?
How
do
they
adopt
strategies
to
help
them
prevent
men,
manage
resolve
those
interpersonal
conflicts
without
harming
themselves
and
others,
and
always
always
who
is
The
Trusted
adult
for
that
young
person?
How
are
they
connected
at
school
at
home
and
in
the
Greater
Community.
I
So
I,
so
you
asked
I,
think
you're
asking
how
we,
how
we
measure
right,
and
so
we
measure
in
health,
education
and
assessments
I-
would
pass
it
on
to
our
social
workers
to
talk
about
how
they,
how
they
measure
I,
think,
what's
really
important,
is
to
understand
the
Triad
relationship.
So,
for
example,
say
we're
talking
about
we're.
Talking
about
mental
health
and
a
student
reveals
in
health
class
that
they're
cutting
I
know
that
that
problem
is
bigger
than
me
and
I.
Don't
have
the
skills.
I
So
then
I
would
immediately
help
that
student
get
the
help
that
they
need
from
the
social
worker.
We'd
probably
also
incorporate
the
nurse.
So
there
is
incredible
power
in
the
connectiveness
of
a
nurse,
a
social
worker
and
a
health
teacher
understanding
that
they
all
bring
different
skills
and
talents
to
the
table
and
together
they're
wrapping
their
arms
around
the
student
and
making
sure
that
they're,
healthy
and
well
so.
E
I
appreciate
your
age,
appropriate
I,
think
I
feel
like
I'm
10
now,
I,
really
like
it
I
feel
cozy
in
this
conversation,
I
really
appreciate
how
warm
you
are
about
your
answers.
I'm
still
looking
for
the
response
and
specifically
and
I
and
I
like
that,
you
gave
me
examples
of
on
interventions
and
specifically
skill
building,
but
I
wanted
to
get
to
the
part
where
we
talk
about
look.
Obviously
the
the
idea
here
is
implementation
in
curriculum
and
a
health
class.
E
If
it's,
if
that's,
if
it
lives
in
a
health
class,
how
do
we
do
that
and
then
how
do
we
have
the
conversation
about
figuring
out
implementing
behavior
modification
or
implementing
benchmarks
so
that
we
do
know
that
we're
impactful,
so
I
I'm
still
looking
for
that
response,
because
if
it
doesn't
exist
again,
the
curriculum
is
where
it's
it's,
where
we
try
to
figure
out
how
we
implement
it.
Thank
you
so
much.
A
Thank
you,
counselor
Anderson.
Here's,
the
challenge
that
I'm
going
to
present
to
my
colleagues
who
are
here,
there's
going
to
be
counselor
luigien,
is
going
to
ask
some
questions
and
I'm
going
to
ask
some
questions
and
I'm
going
to
ask
you
all
to
marinate
on
the
question
that
councilor
Anderson
has
proposed,
and
I
may
use
some
of
my
time
to
dig
in
a
little
bit
deeper
to
hopefully
get
to
to
that.
A
So
hopefully
you
won't
need
that
digging
and
you'll
be
able
to
be
like
aha,
because
I
really
want
to
make
sure
that
my
colleagues,
you
know,
get
the
type
of
answers
that
they're
looking
for
so
I'm,
going
to
an
interest
of
time,
move
on
to
counselor
luigien
for
questions
and
and
if
counselor
Anderson
is
the
queen
councilor
Louisiana
I
need
to
know
who
you
are
so
I
know
how
much
time
I
need
to
give
you.
F
You
thank
you,
I
promise
not
to
take
up
too
much
time.
My
first
question
is
regarding,
and
thank
you
all
for
being
here
well,
like.
J
F
Lot
a
lot
of
when
you
want
to
create
new
curricula.
It
really
often
starts
off
via
pilot
programs
or
creating
an
elective.
So
what
would
that?
What
would
that
process
look
like
of
creating
an
elective,
maybe
in
in
some
of
our
high
schools,
where
we
are
able
to
have
a
health
class
that
incorporates
Behavioral
Health
and
introducing
our
kids
to
it
like
a
field
of
study,
in
the
same
way
that
they
can
take
in
environmental
science,
AP
class
or
a
statistic
class
like
what
is
like?
H
I'll
take
a
right
now:
students
should
have
a
health
education
class
in
high
school
and
right
now.
What
what's
required
is
only
one
semester
of
health
education
in
high
schools,
I
doing
a
comprehensive
approach
to
health
education
in
one
semester,
as
you
can
imagine,
is,
is
difficult
so
so
that
that
requirement's
already
there
and
schools
do
have
some
schools
do
have
health
education
teachers.
That
then,
would
incorporate
this.
H
F
Oh
right
so
like
I
am
I,
am
a
BPS
student
right,
yeah
VPS
student,
no
I
wish
I'm
a
BPS
graduate
and
I
was
able
to
starting
in
the
10th
grade,
really
choose
what
my
schedule
looked
like
you
know.
After
I
met
my
my
requirements,
I,
don't
recall
having
to
take
a
health
class,
but
if
you
tell
me
I
did
then
I
did,
but
just
as
an
offering
in
the
way
that
we
are
able
to
offer,
you
know
know
right.
We
all
take
a
version
of
our
science
course
in
in
my
school.
F
You
could
take
environmental
science,
you
could
take.
You
know
chemistry,
you
could
take
physics
right
and
so
in
the
same
way
that
you're
able
to
do
these
offerings
as
electives
having
a
mental
health
class
being
elective.
That's
a
as
a
as
a
pilot
elective
in
some
of
our
schools
that
our
students
can
take
and
manager.
H
Yeah,
yes,
that's
we,
our
our
department,
has
sort
of
the
governance.
If
you
will
over
different
courses
that
schools
you
know
we
could,
we
could
work
with
a
school
who
wanted
to
do
that,
help
them
design
an
elective
and
then
work
to
get
that
elective
offered.
You
know
as
a
as
a
course
in
a
in
a
school,
so
what
they
would
need
would
be.
H
The
curriculum
part
wouldn't
be
the
problem,
it's
more
their
school
being
able
to
have
time
on
the
schedule
so
that
you
know
students
could
actually
opt
in
for
that
elective,
but
it's
but
and
then
also
obviously
a
teacher
that
would
have
enough
time
in
their
schedule
to
teach
that.
But
that's
not
that
you
know
schools
could
definitely
work
with
our
office
to
do
that.
So
yeah.
F
I
F
I
Yeah
I
wonder:
I
worry
about
Equity
right,
so
I
want
every
single
student
to
have
this
very
important
curriculum
so
that
they
feel
like
agents
of
their
own
health
and-
and
we
do
have
the
policy
right
now
so
I
know
that
we
can
work
together
to
be
certain
that
all
our
young
people
from
East
Boston
to
Brighton
to
Austin
West
Roxbury
Rossdale,
have
health
education,
yeah.
F
Thank
you,
I
appreciate
that
and
I
understand,
I
understand
where
you're
coming
from
I,
just
in
terms
of
implementation,
how
things
I
usually
get
your
foot
in
the
door
to
be
able
to
offer
something
and
to
scale.
It
is
usually
the
pilot
program.
So
that's
sort
of
what
I
was.
What
I
was
why
I
was
offering
that
I
have
a
question
for
Dr
Simon
regarding
the
two
rfps
that
have
that
you
said
have
been
put
out.
F
What
are
you
doing
with
those
rfps
to
ensure
that
we're
getting
that
we're
able
to
reach
potential
folks
and
organizations
that
traditionally
are
in
our
Pipeline
and
we're
doing
business
for
the
city
of
Boston,
which
tend
to
be
organizations
run
by
folks
of
color
and
by
women
and
by
people
who,
just
traditionally
don't
have
access
to
our
systems?.
G
Yeah,
so
thanks
for
the
question,
so
when
I
started
in
the
role,
because
again
the
RFP
is
the
first
one
came
out
in
February
the
team
we
met
with
for
I
met
the
team
met
with
over
80
organizations,
and
so
in
terms
of
ensuring
that
the
bid
sort
of
rfps
were
known,
sent
it
out
on
a
list
serves
highlighted
the
website
that
all
of
the
RPS
exist
on
for
boston.gov.
G
In
terms
of
the
first
RFP,
which
is
that
behavioral
health
expansion
pathway,
there
are
more
than
10
applications,
and
then
it
was
in
the
application
itself,
which
is
you
any
person
can
download,
there's
an
emphasis
on
organizations
or
institutions
that
have
a
demonstrated
history
of
working
with
certain
populations
and
then
with
regards
to
the
type
of
Learners
or
students
that
we'd
be
looking
for
intentionality
in
terms
of
diverse
backgrounds,
historically
marginalized
demonstrated
interests
within
the
behavioral
health
field.
G
So
again
the
team
is
actively
looking
or
evaluating
the
applications.
I
would
suspect
by
the
criteria
that
the
team
will
develop,
it'd
be
somewhat
difficult
to
have
it
implemented
and
not
to
reach
the
target
population
that
we're
trying
to
to
address
any.
For
instance,
within
the
Workforce
One,
the
funds
could
be
utilized
to
Aid
Learners
or
students
with
social
determinants
of
health
issues,
which
is
to
say
that
could
be
used
again.
G
The
institution
that
applies
has
to
be
creative
and
how
they're
using
it
but
could
be
utilized
for
food
access
could
be
utilized
for
child
care
could
be
utilized
for
transportation,
because
we
know
that
those
tend
to
be
the
challenges
that
present
for
Learners,
not
necessarily
just
the
academic
opponent.
So
we're
pretty
intentional.
What's
in
the
description
of
the
characteristics
of
the
type
of
Learners,
we
want,
as
well
as
the
institution,
that's
engaging
in
it
and
then
being
pretty
nuanced
in
terms
of
how
funds
could
be
utilized
to
maximally
benefit.
F
I
just
I
mean
I
just
want
to
uplift
the
article
that
you
wrote
the
letter,
the
Madden
embossing
area
as
a
therapeutic
landscape
for
young
people
and
how
you
think
creatively
about
what
it
means
to
create
therapeutic
landscapes
for
our
our
young
people
and
I
hope.
The
organizations
that
are
participating
in
this
RFP
can
the
gas
creatively
for
what
it
means
to
deliver.
Behavioral
self-health,
so
Behavioral,
Health
Services
towards
young
people,
so
I
just
wanted.
F
I
wanted
to
talk
to
you
a
bit
more
about
that,
but
I'll
just
put
out
that
out
there
and
I
hope
that
we're
able
to
get
folks
who
are
able
to
look
at
it's
just
the
creative
landscape
that
you're
trying
to
look
at
it
through.
So
thank
you.
A
But
I
want
to
be
mindful
that
we
do
have
another
panel
coming
on,
and
some
folks
that
have
heart
stops
and
I
wanted
to
make
sure
that,
if
they're
in
a
second
round
of
questions
that
we
get
to
them
before,
we
let
go
of
the
administration.
So,
given
the
fact
that
I'm
just
gonna
start
my
quest
well,
first
I'm
just
going
to
start
off
by
just
in
gratitude
really
thanking
you
all
for
bringing
your
full
cells
into
the
space
really
do
appreciate
you
taking
the
time.
A
I
know
that
you
were
summons
here
through
the
hearing
order,
but
you
could
have
sent
someone
else,
but
you
decided
to
show
up
yourself
so
I
appreciate.
All
of
that.
Just
want
you
to
know,
and
then
the
other
piece
that
I
I
really
want
to
kind
of
just
ground
ourselves
in
is
that
I
want
to
be
super.
Mindful
at
least
I'll
say
from
I'll
speak
for
myself.
A
Right
is
that
you
know
first
and
foremost
before
I
am
a
city
counselor
I
am
a
parent
and
before
I'm
a
parent
I
am
a
BPS
graduate
and
someone
who
experienced
you
know
mental
health
and
wellness
challenges,
while
I
was
growing
up
right.
A
So
for
me,
this
is
really
near
and
dear
and
I
think
it's
really
important
for
us
to
when
we
well,
at
least
for
me,
to
try
to
create
the
type
of
space
that
we
can
speak
in
ways
that
parents
can
understand
so
I,
just
kind
of
want
to
level
set
real
quick
before
we
go
on
with
the
way
we
we
are
interacting
here.
I
just
think
it's
important
for
us
to
pause.
A
The
reason
why
we're
we're
holding
this
hearing
around
mental
health
and
wellness
is
because
we
are
all
experiencing
this
crisis,
whether
it's
the
parents
or
the
students,
even
the
the
the
staff
we're
all
in
this
together
right,
so
I
just
want
to
level
set
that
and
as
adults,
we
have
a
responsibility
to
show
up
in
spaces
in
ways
that
are
vulnerable
and
that
creates
space
for
people
to
bring
their
full
styles
into
even
hearings.
A
Okay,
because
what
I
would
like
is
for
the
parents
who
are
sitting
at
home
or
who
are
going
to
watch
this
later,
is
for
them
to
be
able
to
understand
the
conversation
that
we're
having
here
so
I'm
just
going
to
quickly
break
it
down
we're
having
a
conversation
around
the
mental
health
and
wellness
issues
that
our
our
students
are
facing
and
the
possibilities
of
how
we're
able
to
implement
some
sort
of
practice,
a
curriculum
or
some
sort
of
commitment
from
the
district
that
is
going
to
and
ensure
that
every
school
and
every
classroom
and
every
grade
level
has
x
amount
of
hours
of
instruction.
A
K
Well,
thanks
I
appreciate
it.
I
wanted
I
will
answer
your
question,
but
I
wanted
to
just
say
today:
I
had
the
privilege
to
hear
from
Dr
Bettina
low
in
person,
and
one
of
the
things
she
said
was
a
curriculum
is
a
reflection
of
our
values
and
I
first
want
to
just
thank
the
council
for
showing
up
and
for
you
doing
the
hearing,
because
it
means
that
your
values
align
with
thinking
that
mental
health
is
important.
K
For
me,
mental
health
is
really
thinking
about
yes,
the
holistic
child,
but
also
making
sure
that
we
are
really
naming
and
understanding
that
children
have
anxiety,
depression,
understanding
what
is
happening
post
covid,
whereas
social
emotional
learning
is
giving
skills
and
they
can
be
meld
melded
together,
but
I
think
what
we're
talking
about
is
making
sure
that
students
know
it's
okay,
to
talk
about
mental
health,
that
students
know
that
we
are
trying
to
destigmatize
mental
health
when
I
started
16
years
ago,
as
a
school-based
house
in
a
school-based
health
center,
nobody
wanted
to
see
a
counselor,
and
then
you
know
when
I
left
Charlestown
High
10
years
later
it
was
everybody
wanted
a
counselor
and
so
I
think
it's
really
figuring
out
how
we
manage
to
talk
in
a
way
to
students,
families
letting
them
know
that
mental
health
affects
everybody.
K
Everybody
needs
to
manage
their
mental
health
and
so
I,
agree.
I.
Think
we
need
to
figure
out
how
to
put
that
together.
I
can
also
say
you
know.
Our
social
workers
are
honestly
quite
reactionary
because
of
where
we're
at
because
of
the
pandemic.
So
we,
while
we
work,
really
hard
to
do
tier
one
support,
and
we
do
have
some
programs
like
specific
curriculums
for
suicide.
One
of
the
things
you
mentioned
councilmania
was
the
uptick
in
you
know,
attempts
of
suicide
or
you
know,
suicide
ideation.
K
We
are
thinking
about
making
sure
that
we
work
with
Children's
Hospital.
We
have
a
break
free
from
depression
curriculum.
We
have
signs
of
suicide,
which
also
makes
sure
that
we
utilize
students
to
support
their
peers
in
accessing
support.
So
I
hope
that
answers
your
question
happy
to
talk
more.
If
you.
A
Want
thank
you
thank
you
for
that.
Thank
you,
I
appreciate
it
and
Dr
Simon.
Can
you,
from
your
perspective
kind
of
like
help
us
understand
how
you
see
the
difference
between
social
and
emotional
learning
and
mental
health
yeah.
G
Yeah,
so
it's
it's
a
good
question
and
trying
to
set
the
level
part
of
the
challenge
is
the
language
that
we
do
use
in
the
realm
of
mental
health,
behavioral
health,
social,
emotional
learning,
so
classically
social
emotional
learning
is
utilized
to
support
students,
mental
health,
which
is
to
say
yes,
you
do
learn
skills
you
do
learn
or
have
tools
that,
when
I
think
of
mental
health,
now
again,
councilor
Anderson
highlighted
this
right,
so
I
I'm,
a
physician
and
so
there's
a
frame
that
I
have
in
terms
of
thinking
about
Mental
Health
mental
health.
G
G
G
It
could
swing
where
someone
feels
so
overwhelmed
with
their
anxiety
that
they're
sweating
they're
palpitating
they're
short
of
breath,
and
they
can't
even
present
themselves
in
a
normal
way
to
the
audience
here.
That
does
happen
to
our
students
in
schools.
So
when
I
think
about
mental
health,
I
think
about
actually
the
normal
experiences
that
we
have
again
depression,
if
so
I'm
from
New
York.
If
the
Red
Sox
lose
I'm,
not
particularly
sad
if
the
Yankees
lose
I
am
sad,
but
if
I'm
sad
for
a
day,
that's
within
the
realm
was
normal.
G
If
I'm
sad
for
three
weeks,
because
the
angular
there's
a
question
that
has
to
be
asked
about.
Okay,
is
this
sadness
a
little
bit
beyond
the
realm
of
normal?
So
Mental
Health
is
the
experiences
that
we
all
have
the
challenges
that
within
BPS
students
within
BPS,
but
then
students,
just
naturally
they've
been
experiencing
the
extreme
ends
of
mental
health,
such
as
increasing
rates
of
feeling,
persistently
sad
feeling,
suicidal
and
unfortunately,
even
fleeting
suicidality
is
technically
normal
people.
Think
about
what,
if
I'm,
not
here.
G
Thinking
about
that
is
very
different
than
forming
a
plan
to
do
that.
Taking
steps
to
enact
that
so
in
terms
of
defining
social,
emotional
learning
versus
mental
health,
I,
think
social,
emotional
learning
is
the
tools
to
help
one
stay
within
the
realm
of
normal
Mental,
Health
and
then
mental
health
itself.
G
Yes,
is
the
wide
spectrum
and
unfortunately,
we
can,
for
a
variety
of
reasons,
be
on
the
extreme
end
of
that
Spectrum,
where
it
does
not
feel
good,
even
in
my
presence
in
in
my
being
so
could
not
belabor
the
point
as
well
as
I
recognize
that
colleagues
have
time
limits.
A
Yeah,
my
time
is:
that's
right:
Dr
Simon
I
was
about
to
come
in
and
be
like
hello,
Dr
Simon
I
got
like
two
more
minutes
left
and
they're
gonna
put
my
timer
on
and
I,
even
though
I'm
the
chair
I,
don't
want
to
go
over
my
time.
I
want
to
Model
Behavior.
So
no
I
really
do
appreciate
you
helping
to
break
that
down.
I
do
have
some
very
specific
questions
for
the
BPS
Administration
and
I.
Really
in
the
interest
of
time.
A
I
am
going
to
I'm
going
to
encourage
you
all
to
just
kind
of
like
yay
or
nay
it
or
three
or
five
or
whatever.
The
case
is
because
I
don't
want
explanations,
because
I'm
not
going
to
have
the
time
to
really
go
through
all
of
them
right,
so
I
I
would
love
to
just.
You
know,
I'm
just
curious
how
many
sessions
are
focused
on
depression
and
suicide.
Specifically,
how
many
do
we
know.
I
A
The
mental
health,
the
classes
that
you
all
teach
culturally
responsive
and
how
are
you
defining
that
like
I,
want
to
know
like
how
do
you
know
it's
culturally
responsive?
Did
some
black
or
brown
Collision
tell
you,
it
is
culturally
responsive,
or
is
this
like?
How
do
you
all
know?
It's
culturally
responsive.
I
So
we
always
explore
the
social
determinants
of
Health
in
designing
our
lessons.
We
vet
our
lessons
using
the
the
racial
equity
toolkit
I'm,
going
to
struggle
with
words.
Now,
at
the
end
of
the
day,
you.
A
A
Perfect
and
that
you
use
it
for
this
okay,
perfect:
what
does
the
data
well
actually
I'm
curious
about
where
these
classes
are
taught
in
the
gym
or
in
the
classroom
or
in
the
hallway
like?
Where
does
this
happen?
Yeah.
I
So
I
always
taught
health
education
in
the
classroom.
It
is
a
core
academic
subject.
It
involves
purposeful
movement,
so
we
do
need
a
space
to
incorporate
that
movement
and
for
students
to
work
in
groups.
It
is
not
taught
in
a
gymnasium
because
it
that
is
not
conducive
to
to
the
learning
that
we
do
and
I.
I
H
I
think
well,
some
of
the
data
that
I
shared
earlier
counselor
shows
that
you
know
based
on
report
outs
from
principals
and
and
health
Ed
teachers.
H
Not
all
schools
are
getting
are
currently
implementing
the
curriculum
that
Cheryl
has
defined.
Okay,.
A
All
right
so
in
the
interest
of
making
sure
that
everybody
I
I,
still
have
questions
but
I'm
gonna,
ask
Dr
assignment.
A
If
you
know
I've
been
working
closely
with
clinicians
of
color
in
all
aspects
of
mental
health
and
wellness
and
how
we,
how
actually
even
before
I,
became
a
counselor
I,
did
a
lot
of
work
in
the
trauma-informed
space
and
and
really
creating
space
for
parents
in
particular
to
understand
their
own
triggers,
because
we
can
do
all
of
this
work
with
our
students,
but
then
they
go
home
to
situations
and
they're
not
ready
to
receive
them.
A
You
know,
and
bps2
I
think
that
we're
we're
missing
out
on
a
lot
of
opportunities
to
really
partner
with
skilled
clinicians
of
color,
who
can
help
supplement
some
of
your
teachings
right?
Who
can
help
like
you?
You
talked
about
a
staffing
shortage.
I
think
that
this
time
requires
us
to
be.
You
know
thinking
outside
the
box,
like
Dr
Simon,
really
sending
our
rfps
creating
opportunities
for
people
to
be
more
engaged.
In
this
conversation
you
know
I
say
that
Boston
is
resource
rich,
but
coordination
poor.
A
We
should
have
everybody
at
this
table
right
now,
having
the
same
conversation
and
and
figuring
out
how
we're
going
to
create
spaces
for
young
people
to
be
fully
expressed.
So
to
that
I'm
just
curious
in
terms
of
BPS
and
their
partnership,
you
know
Jill
or
you
know,
or
Cheryl
or
Dr
Simon
what
efforts
are
being
made
to
really
create
opportunities
for
clinicians
of
color,
who
have
had
a
lot
of
experience
outside
of
the
BPS
system
working
with
our
families.
How
are
you
bridging
that
Gap.
G
Yeah
I'll
speak
broadly
because
I
don't
work
for
BPS,
specifically,
but
I
I
am
aware,
and
perhaps
gender
paraffins.
It
could
also
highlight
this
that
within
BPS
there
is
a
school-based
collaborative
which
I
believe
it's
like
20,
25,
plus
Community
organizations
that
provide
Behavioral
Health
Services
within
the
school
and
from
a
city
and
a
state
level.
G
For
instance,
the
state
had
its
own
set
of
rfps
with
regards
to
recruitment
for
certain
Behavioral
Health
clinicians
and
some
of
the
recipients
were
organizations
that
do
exist
within
BPS,
but
I
can't
speak
to
a
specific
of
EPS,
doing
something
targeted
for
minority
clinicians,
but
I.
But
again,
I
am
aware
of
the
25
plus
agencies
and
the
vast
majority
of
the
agencies
actually
have
a
high
percentage
of
minority
coalitions.
Yeah.
A
No
I
am
encouraged
by
that
that
there
is
at
least
a
space
for
that
type
of
connection,
building
and
and
skill
building
and
and
participation
and
I'm.
Just
kind
of
keeping
on
within
that
line
of
questions.
Are
we
collecting
any
data
on
referrals
from
counseling
and
mental
Health
crisis
that
come
from
health
education
classes?
Is
there
a
database
or
I
mean
I'm
sure
we?
H
I
would
I
will
just
say
that
you
know
one
of
the
things
that
we're
teaching
students
is
how
to
access
resources,
including
within
the
school,
whether
that's
social
workers,
nurses,
other.
You
know
folks,
but
in
terms
of
measuring
referrals
from
within
a
health
education
class
to
within
the
inside,
the
district
or
out
we're
not
currently,
but
I
Jenna
might
have
something
she
could
add
to
that
in
terms
of
measuring
of
referrals.
K
Yeah
I
don't
have
that
exp
explicitly,
but
I
can
tell
you
when
we
do
break
free
from
depression
or
signs
of
suicide.
We
have
the
person
who
delivers
the
curriculum,
and
then
we
always
have
social
workers,
School
psychologists
that
are
there
for
support,
and
then
we
have
an
exit
ticket
where
they
self-identify
and
I
will
say
that
is,
is
fairly
High.
The
exit
ticket
only
asks.
Do
you
want
to
check
in
with
somebody?
Do
you
need
to
check
in
today,
and
that
has
been
done
not
across
the
board
but
at
some
schools?
K
G
Can
I
just
add
one
aspect
with
regards
to
data?
Thank
you
so
from
the
bpc
side,
with
regards
to
you
you're
mentioning
referrals,
one
thing
that
we
do,
or
at
least
EMS,
which
is
which
MVP
bpac
there
is
data,
that's
available
not
at
the
student
name
level,
but
you
know
number
of
calls
that
EMS
will
have
with
regards
to
emotionally
disturbed
persons
or
edp2s
or
edp3s
in
relationship
to
schools.
They
just
want
to
provide
you
with
that.
Additional
information.
A
Going
I'm
going
to
ask
the
administration
if
your
schedule
permits
I
know
some
of
you
all
have
a
hard
stop,
but
there
might
be
some
questions
that
do
come
up.
That
I
think
might
be
helpful
to
have
you
here.
If
you
can
stay,
please
do
but
I'd
like
to
be
super
Mindful
and
respectful
of
our
community
panel.
A
That
has
been
waiting
and
so
I'm
going
to
ask
Dr
Gail,
Crum,
swaby,
Dr,
Charmaine,
Jackman
and
Carla
Heinz
to
please
join
us
and
I'm,
going
to
start
off
and
I
also
know
that
John
reeden
is
here
with
a
children's
hospital
and
will
also
be
participating
as
part
of
the
community
panel
I
understand.
Is
that
true
or
making
it
up
is
true.
Okay,
welcome
in
the
interest
of
making
sure
that
everyone
gets
an
opportunity
or
five
minutes.
A
I
would
love
for
you
to
introduce
yourself
name,
the
organization
that
you
are
affiliated
with
and
the
voice
and
lens
that
you
bring
to
the
table
and
unfortunately,
because
we
do
have
young
people
who
are
also
waiting
to
speak
y'all
I'm,
going
to
each
give
you
all
five
minutes:
okay,
so
I'm
going
to
start
off
with
my
colleague
and
co-conspirator
on
all
things
that
matter
a
doctor
from
swaby.
You
now
have
the
floor.
L
Thank
you
councilmania
and
for
the
rest
of
the
city
councilors,
for
having
me
here
and
making
me
be
a
part
discussion.
I
probably
won't
pick
up
my
five
minutes
because
I
want
to
be
mindful
of
other
folks
time
and
a
lot
of
what
has
been
said
already.
L
That
I
was
going
to
say
has
already
been
said
so
I'll
start
off
again.
My
name
is
Dr
Gail
from
swaby
I
am
first
a
mother
of
a
17
year
old
who
attends
a
Boston
Public
School.
L
She
attends
a
Boston
public
high
school
and
I
will
choose
not
to
mention
the
school,
because
she
tells
me
I'm
always
advocating
for
something
so
to
protect
her
privacy
and,
as
she
always
says,
she
didn't
give
me
consent.
I
would
hold
name
in
her
school,
but
I'll
share
a
little
tidbit
of
a
conversation
I
had
with
her
and
then
tell
you
a
little
bit
more
about
me
about
a
month
ago,
or
so.
L
L
Her
first
question
was
Mom:
did
you
receive
an
email
about
students
meeting
with
the
counselors
at
school?
L
She
says
our
health
check-in
is
today
and
my
response
again
was:
oh,
that's
great
I'm
happy
to
see
that
the
school
is
doing
this
again.
She
said
it's
only
15
minutes.
Each
student
gets
15
minutes
and
it's
not
enough
plus
they
don't
have
enough
counselors
at
this
school
and
my
response
was
well
at
least
they're
trying.
Did
you
get
your
15
minutes?
L
L
L
L
Then
she
said
I
wish
there
were
more
counselors
I
said
well,
do
you
have
any
suggestions
as
to
what
they
can
do?
She
says
well,
I'll
have
to
think
about
it.
I
said:
well,
maybe
you
can
apply
for
the
wellness
director
at
your
school,
now
pay
attention
in
class
and
stop
texting,
and
that
was
the
end
of
the
conversation.
L
So
I
say
that
to
say
as
a
mother,
a
mental
health
therapist
advocate
the
owner
of
new
generation
consultants
and
Associates
of
mental
health,
counseling,
coaching
and
practice,
and
also
a
professor
at
Springfield
College
and
the
director
of
the
clinical
mental
health
counseling
program.
L
What
Dr
Simon
was
talking
about
when
Council
Mejia
asked
him
what's
the
difference
between
SEL
and
mental
health,
the
way
in
which
he
described
and
explained
about
what
mental
health
is
is
what
I
teach
those
young
people
in
the
program
that
I
have
in
the
community,
because
it's
so
important
that
these
young
people
are
aware
of
what
anxiety
is,
how
it
shows
up
in
their
body
how
they
think
about
these
different
things?
Also:
depression
and
I'm
not
going
to
go
into
the
thoughts
about
the
pandemic,
because
that
has
already
been
said.
L
We
have
trained
young
people
in
things
like
depression,
how
to
recognize
it
anxiety,
suicide
awareness,
substance,
use
substance
disorders.
We
actually
go
through
teaching
them
about
that.
In
addition
to
now
what
skills
you
might
need
in
order
to
take
care
of
yourself
when
those
things
happen,
give
them
access
to
resources,
and
then
we
take
it
a
little
bit
further.
We
have
those
young
people
train
other
young
people
on
the
same
curriculum,
because
when
you
have
peer-to-peer
kinds
of
training
they
listen
more
to
their
peers
than
they
listen
to
us.
L
L
L
Think
Dr
Simon
was
very
clear
in
terms
of
helping
us
to
understand
that
everyone
experiences
some
forming
of
anxiety,
so
young
people
need
to
know
the
difference
between
anxiety
when
it's
time
to
take
a
test
when
it's
time
to
do
the
MCAS
and
anxiety
that
is
not
related
or
connected
to
that.
But
it's
more
of
a
generalized
thing
that
is
happening
for
them
on
a
regular
basis.
L
That
is
not
just
working,
for
you
know
the
the
young
people,
but
in
some
ways
also
working
for
the
adults
in
the
building,
so
I'm
gonna
stop
right
there
and
I
don't
want
to
take
up
any
more
time.
A
Thank
you,
I
was
about
to
call
you
counselor
crumb
soybean
I
was
about
to
go
to
meet
you.
A
So
I,
you
know:
I
I
love
this
panel
Dr
Krum,
swaby
and
I,
and
Dr
Jackman
and
I
worked
in
2016.
We
created
a
an
event
called
trauma
in
the
village,
and
it
was
you
know
we
did
it
in
partnership
with
Kohl's
Bach
and
it
was
really
an
opportunity
for
us
to
bring
communities
together
around
trauma
informed
and
it
was
like
what
in
the
world
is
that
all
about
right-
and
so
you
know
just
to
I-
feel
like
we're
having
a
full
circle
moment
here,
because
we
were
on
the
other
side.
A
Dr
krumps,
maybe
for
sharing
your
interaction
with
your
daughter.
I
can
already
see
her
face
as
she
was:
writing
it
all
and
Dr
Jackman.
Thank
you.
So
much
for
your
years
of
service
working
in
our
Boston
public
schools
and
I
wanted
to
give
you
the
floor.
You
now
have
the
floor.
Thank
you.
M
You
know
I
love,
to
talk
about
mental
health
and
share
my
perspective
and
experience
so
I'm
Dr,
Charmaine
Jackman,
a
licensed
psychologist
in
Massachusetts,
the
founder
of
innocytec,
which
is
a
company
aimed
at
disrupting
racial
inequities
in
mental
health,
I
also
work
for
the
Boston
public
schools
for
10
years,
serving
as
dean
of
Health
and
Wellness
at
Boston,
Arts,
Academy
and
prior
to
that
work
at
Children's
hospital
with
the
children's
neighborhood
partnership
program
under
Carolyn
watts
and
shella
dennery
for
seven
years,
and
that
where
I
was
placed
at
Boston,
Arts
Academy,
so
that's
17
years
at
Boston,
Arts,
Academy
career,
and
so
thank
you
for
this
time.
M
So
let
me
get
into
it
because
I
have
lots
to
say
and
I
think
this
is
very,
it's
somewhat
revolutionary
to
think
about
a
curriculum.
That's
specifically
focused
on
mental
health
for
our
children
and
adolescents.
M
So
when
at
a
baa
we
did
the
Breakthrough
from
depression
that
I
think
Jenna
mentioned
earlier.
We
definitely
did
I
think
felt
that
that
was
a
culturally
responsive
program
because
it
featured
young
people
from
the
city
where
she
had
a
student
from
baa
that
was
on
that
video.
There
was
another
student
from
another
I
forgot.
What
school
was
that,
but
it
was
a
black
male
Sports
person
who
talked
about
his
expensive
suicide,
so
I
felt
that
the
stories
represented
experiences
from
youth
in
the
city.
M
In
addition
to
the
Breakthrough
from
depression,
we
also
felt
it
was
really
important
to
add
a
module
on
anxiety
and
mindfulness,
so
we
included
those
components
and
it
was
framed
within
our
health
curriculum,
which
was
part
we
included
break
free
from
depression,
which
focuses
on
which
focus
on
depression
and
suicide
prevention.
We
added
a
component
on
anxiety
and
mindfulness
and
we
also
have
a
comprehensive
sex.
Sexual
health,
curriculum,
I.
Think
as
Jill
and
Cheryl
spoke,
you
know.
Unfortunately,
it
was
a
program
that
we
only
offered
either
our
9th
or
10th
grade
students.
M
There
was
a
challenge
in
finding
time.
I
think
that's
always
a
challenge
finding
time
to
really
deliver
that
in
a
way
you
know
we
wanted
students
to
have
it,
at
least
in
say,
ninth
grade
and
then
again
in
11th
grade,
because
their
needs
change
and
evolve
over
time.
What
they
took
in
you
know,
I
think
some
of
the
benefits
of
this
curriculum
that
I
saw
very,
very,
very,
very,
very
directly.
I
would
have
students
come
to
our
office
and
say
hey.
M
My
friend
just
said
this
to
me:
I,
don't
want
them
to
know
it
was
me,
but
can
you
please
help
my
friends
or
I
just
saw
someone
post
on
social
media
thoughts
about
hurting
themselves
or
saying
goodbye?
Can
you
help?
Can
you
intervene,
but
don't
let
them
know
it
came
from
me
and
so
I
think
the
power
of
a
mental
health
curriculum
was
that
students
gain
the
skills
and
the
knowledge
to
recognize
early
signs
of
suicide.
Ideation
depression.
M
You
know
whatever
those
things
were,
those
challenges
that
their
friends
were
sharing
and
then
they
knew
how
to
right,
because
the
focus
of
those
programs
were
about
action
and
what
to
do
we're,
arming
students
with
tools
on
what
they
can
do
when
they
recognize
those
signs
for
themselves
or
for
peer
and
I.
We
saw
that
very
clearly
in
students
acting
and
making
decisions
for
the
safety
of
their
friends
and
their
peers.
M
M
Services
talk
about
just
you
know,
seeing
a
counselor,
you
know
bombarded
because
of
the
house
involence
office,
but
you
know
I
think
that
that
was
also
a
challenge
and
but
a
real
prize,
because
students
would
come
and
seek
support
and
in
the
end
of
the
at
the
end
of
the
day,
that's
what
we
want
people
to
do,
what
we
see
in
communities
of
color,
who
have
historically
not
engaged
in
Mental
Health
Resources
because
of
fear
of
hospitalization.
M
They
often
wait
till
way
too
long,
so
their
problem
is
more
severe
to
intervene
and
then,
of
course
it
becomes
this.
The
cycle
work
that
the
June
need
more
intensive
and
more
invasive
resources.
So
the
benefit
of
having
a
mental
curriculum
is
that
we
can
provide
young
people
with
signs
and
symptoms
that
they
could.
We
could
intervene
when
things
are
mild
right
before
things
really
become
a
problem.
M
In
addition
to
some
of
the
work
that
we
did,
the
mental
curriculum,
we
really
felt
it
was
important
to
assess
all
of
our
incoming
students.
So
we
had
a
wellness
server
that
we
gave
all
of
our
students
and
again
part
of
that
was
again
helping
students
to
connect
to
us,
but
also
again
help
to
identify
and
help
students
get
to
talk
about
the
challenges
that
they
were
facing.
M
So
I
think
really
think
about
this
as
being
a
comprehensive
tool
that
helps
gives
really
students
the
language
to
identify
early
signs
right
really
want
to
focus
on
that
early
signs
when
someone
is
has
a
mild
mental
health
condition,
it's
really
hard
to
tell
right
unless
they,
unless
they
notify
us,
they
tell
us
right,
they
could
wear
masks
so
having
those
early
signs
are
really
key.
M
I
just
also
want
to
emphasize
I
saw
that
I
guess
my
time
is
running
up,
but
I
also
see
that
having
the
tourism
taught
by
a
mental
health
professional
is
really
key
and
I
know.
We
talked
about
having
Health,
Educators
I,
think,
there's
a
difference,
one
that
we're
intimate
with
the
mental
health
curriculum.
We
know
it
and
also
when
students
come
to
get
support.
There
is
a
natural
transition
for
that.
M
So
I
would
definitely
argue
for
that
and
I
think
one
of
the
other
things
we
talked
about
was
how
we
developed
their
work
Workforce,
and
so
as
someone
who
knows
that
I
represent
about
three
percent
of
all
psychologists,
all
black
psychologists
in
the
United
States
and
my
identity,
as
a
woman
of
color
I,
represent
about
13
of
mental
Professionals
in
the
United
States.
And
so
what
would
what
a
great
opportunity
for
students
to
get
exposed
to
this?
These
conversations
and
this
topic
and
also
learn
about
career
opportunities
in
the
mental
field.
M
So
again,
I
would
say
this
is
revolutionary.
Thank
you,
councilor
Mejia,
for
bringing
this
forward,
because
the
time
is
now
you
know
we
have.
This
was
an
issue
prior
to
covet,
and
it's
even
more
so
and
I
think
what
a
what
a
great
honor
and
opportunity
to
arm
our
young
people,
the
tools
that
can
help
save
their
lives.
A
Thank
you,
Dr
Jackman
and
I
also
want
to
ground
the
reality
that
you
know.
We
have
Destiny
to
contend
with
the
Department
of
early
hood.
You
know
early
childhood
and
secondary
education,
and
so
you
know
we
could
say
all
of
these
things
and
we're
going
to
have
to
then
take
the
fight
to
the
state
house
in
terms
of
really
fighting
for
these
changes.
A
But
I
do
know
and
based
on
the
work
that
I've
been
doing
with
well
that
Dr
Crum,
swaby
and
I
have
started,
and
she
has
well
she's
been
leading
everywhere
and
every
doing
everything
and
every
and
every
school
that
you
could
possibly
imagine
is
that
we
believe
we're
on
to
something
by
really
at
least
starting
with
the
peer
education
and
the
peer-to-peer
model
as
an
introduction
to
this,
because
it
does
serve
to
Dr
Jackman's
point
in
terms
of
the
Workforce
Development
in
the
pipeline
and
exposure
to
this
field.
A
But
it
also
helps
young
people
identify
their
own
triggers
and
then
help
support
their
peers
and
identify
how
to
connect
their
peers
to
the
support
services
that
they
need
so
and
and
the
fact
that
the
Burke
opened
up
their
doors
for
a
very
intense
program
is
really
about
making
the
accommodation.
So
I
am
going
to
challenge
BPS
because
it's
not
about
a
matter
of
you
know.
A
It
really
is
a
matter
of
the
will,
right
and
and
being
able
to
say
I'm,
going
to
make
a
commitment
and
I
need
these
Partners
to
be
able
to
execute
against
this
vision.
And
then
all
we
need
to
do
as
elected
and
as
the
city
and
as
the
district
and
our
Community
Partners,
like
Children's
Hospital,
is
figure
out.
A
What's
it
going
to
take
and
let's
start
from
there,
even
if
it's
a
after
school
program,
which
is
how
we're
running
the
the
program
at
the
Burke
right
now,
it's
an
after-school
program,
but
at
the
very
least
it's
consistent
and
these
young
people
are
also
getting
paid
to
learn
and
they
see
the
value
of
of
this
as
a
as
a
viable
Workforce
Development
option.
A
So
I
just
want
to
again
uplift
and
and
thank
both
Dr
Jackman
and
Dr
Krum
soybean
for
always
answering
the
call
and
showing
up
and
and
helping
us
think
through
what
what
this
moment
is
all
about
and
how
we
can
be
possible.
A
So
I'm
gonna
ask
John
to
who's
also
another
great
partner
in
all
of
this
work
when
it
comes
to
mental
health
and
wellness
to
I'm
gonna,
give
you
five
minutes
as
well
John
and
then
we're
gonna
go
straight
into
the
youth
panel
and
then
we're
gonna
go
into
questions
because
I
want
the
young
people
to
also
be
heard
so
I
just
want
to
give
the
heads
up
to
the
youth
who
are
on
standby
there
after
John
we're
going
straight
to
you
before
we
go
to
questions
John.
N
You
counselor
and
let
me
add
my
voice
to
those
who
have
thanked
you
for
pulling
this
important
hearing
together.
This
couldn't
be
more
timely
and
for
those
of
you
I
don't
know,
my
name
is
John
Reardon
I'm,
the
director
of
community
relations
and
Partnerships
at
Boston,
Children's
Hospital,
but
I'm.
N
Here
today,
channeling
shella
dennery,
who
Dr
Jackman
mentions
who
is
the
director
of
Boston
Children's
Hospital
neighborhood
Partnerships
program,
which
last
year
celebrated
our
20th
years
20th
year,
partnership
with
the
Boston
Public
Schools,
the
neighborhood
partnership
program
is
a
school-based
behavioral
health
program
committed
to
working
with
school
communities,
most
impacted
by
systemic
inequalities.
N
It
takes
several
forms.
We
participate
in
full
service
schools
where
we
send
clinicians
Hospital
clinicians
into
the
schools
full-time,
not
as
fee
for
service,
but
as
supported
by
the
hospital
to
be
able
to
work
with
the
leadership
in
that
school
and
the
students
in
that
school
on
the
specific
needs
of
that
school.
N
N
There's
also
an
online
portion
for
folks
to
do
their
own
sort
of
self-education
other
ways
that
that
the
neighborhood
Partnerships
program
has
supported
the
schools
is
through
making
break
three
from
depression,
available
to
the
schools
and
to
doing
some
peer
mentoring,
programming
as
well.
N
We're
also
directly
supporters
of
both
the
health
and
wellness
Department
and
the
behavioral
health
department,
and
have
had
a
wonderfully
long
experience
working
with
both
of
them
to
develop
those
departments
into
the
I.
Think
the
very
the
leading
departments
in
in
the
country
in
both
areas
with
the
Behavioral
Health
Department
we've
worked
for
the
last
10
years
to
implement
comprehensive
behavioral
health
model,
which
is
a
capacity
building
approach
to
developing
schools,
ability
to
again
identify
and
address
mental
and
behavioral
health
issues.
N
So
with
that
long-standing
partnership,
we
are
a
thrilled
to
hear
that
there's
an
increased
focus
in
this
area.
Our
recommendations
would
be
that
BBS
adopt
and
evidence-based
and
culturally
informed
curriculum.
That
is
focused
on
mental
and
Behavioral
Health.
N
We
would
also
support
Dr
Jackman's
recommendation
that
it
be
administered
and
overseen
by
school-based
behavioral
health
professionals
of
which
BPS,
as
in
recent
years,
expanded
the
base,
including
both
School
psychologists
and
social
workers,
who
it
would
be
great
to
have
them
involved
in
this
I.
Think
in
part,
because
at
this
particular
point
in
time,
as
folks
have
said,
we're
going
to
see
a
spectrum
of
responses
to
the
pandemic
and
I
think
it
is
beneficial
to
have
folks
trained
in
mental
health
who
are
doing
this
training.
N
Who
can
identify
issues
on
the
spot
as
they
arise,
and
it
would
be
our
recommendation
that
the
curriculum
beef
embedded
in
a
broader
multi-tiered
system
of
support
that
infuses
mental
and
Behavioral
Health
principles
and
practices
in
the
everyday
experience
of
kids
and
schools.
And
with
that
I'll
turn
it
back.
And
thank
you
for
the
time
and
I
hope
it
is
showing
Justice.
A
Okay,
thank
you,
John
I
am
so
grateful
to
have
you
here
in
children's
hospital.
Is
such
a
great
partner
on
all
things
that
deal
with
the
mental
health
and
wellness
of
our
students.
So
thank
you
for
your
leadership
and
your
partnership.
I
am
going
to
transition
over
to
the
youth
panel,
but
I
wanted
to
just
check
in
with
counselor
Anderson
and
see
if
you
had
any
card
stops
or
if
you
wanted
to
ask
any
of
our
community
panelists
any
questions.
I
just
wanted
to
be
mindful
of
you
and
your
time.
A
Okay,
all
right
so
I'm
gonna
transition
over
now
to
the
community
panel
made
up
of
young
people,
and
so
we
have
Westland
and
Amaya.
A
All
right
and
I
believe
there's
another
student
that
is
going
to
be
joining
us
Maya
right.
Do
you
know
what
we
do
we
need
to?
Are
they
here
yet.
A
Cheryl-
and
there
is
someone
in
the
zoom
Anastasia-
is
that
you
could
someone
from
Central
staff,
please
let
Anastasia
in
I
believe
their
hand
is
up
and
potentially
might
be.
P
Hi
I'm
Carla
sorry
I
was
on
the
list
from
before
as
a
queen.
Okay,.
A
All
right,
great
all
right,
I,
see
I
love
to
see
young
people,
y'all
You,
See,
How,
They
Roll.
They
roll
deep
all
right.
So
while
we
wait,
I
am
going
to
just
create
the
the
youth
panel.
Here
is
just
to
provide
some
insight
of
kind
of
what
it's
like
for
them
as
young
people.
Navigating
the
mental
health
and
wellness
space
and
I
have
very
specific
questions
and
and
thoughts
that
I'd
love
for
them
to
bring
into
the
space
Maya
in
full
disclosure
is
also
our
youth
liaison.
A
So
just
so
you
know
she
works
for
the
office,
so
I
want
you
all
to
know
that
so
she's,
not
a
mole.
She
is
here
in
her
official
capacity
as
a
young
person,
though,
and
she
also
is
a
one
of
the
first
of
Pioneers-
that
mental
health
ambassadors
that
graduated
from
the
program
that
Dr
Krum
swaby
LED
last
summer
last
year
and
graduated
from
that
program
and
has
continued
to
work
in
a
in
in
different
spaces
and
what
the
reason
and
the
very
specific
voice
that
I
asked.
A
Maya
you
know
Maya
is
a
Boston
resident,
but
is
a
mecco
student
and
while
we
may
not
have
any
jurisdiction
over
mecco,
we
do
have
an
opportunity
to
hear
kind
of,
like
the
experiences
of
what
it's
like
to
live,
to
go
to
school
in
a
wealthier
district.
That
potentially
may
be
a
little
bit
more
resourced
when
it
comes
to
mental
health
and
wellness
and
just
kind
of
to
be
able
to
give
us
some
insight
to
what
that
looks
like.
A
And
then
we
have
Westland.
Who
is
one
of
our
current
Burke
mental
Health
ambassadors.
Who
is
going
to
be
talking
about
his
experiences?
And
you
know
the
things
that
he
has
been
learning
as
part
of
his
journey
and
just
provide
some
insight
and
some
perspective
and
then
I'll
start
with
you
both
and
then
we'll
wait,
hopefully
and
then
Carla.
What
what
school
you
go
to
tell
me.
A
P
A
All
right,
so,
if
you
don't
mind
college,
do
you
mind
if
I
start
with
the
youth
and
then
go
go
to
you?
Yeah
is.
A
I
am
going
to
ask
who
I'm
gonna
ask
Maya
if
you
want
to
go
first.
O
Hi
everyone,
my
name
is
Maya
and
my
counselor
stated
I
am
her.
Youth
liaison
I
attend
Wellesley
High
School
I'm
a
senior
this
year
prior
going
to
mecco
I
was
a
BPS
student
I,
attended,
Neighborhood
House
charter
school,
which
is
right
across
from
the
Epiphany
in
Dorchester.
O
I,
want
to
say
my
experience
with
that
school.
First
off
we
had
five
female
African-American
female
counselors
downstairs
that
were
available
all
throughout
the
day.
O
If
there
was
ever
anything
wrong
and
there
was
too
many
kids,
we
turned
one
individual
session
into
group
therapy
as
long
as
everyone
had
their
consent
that
that
was
okay,
which
I
found
really
helpful
for
me
because,
like
Gail
said,
15
minutes
is
not
enough
time
to
talk
to
somebody
about.
What's
really
going
on
with
you.
O
O
Transferring
to
Wellesley
it's
super
different
I
want
to
say
my
mental.
My
Mental
Health
Resources,
there
are
pretty
low,
I
mean
I'm,
going
to
a
predominantly
white
school
I'm,
an
African-American
student
going
out
there,
but
mental
health
curriculum
is
taught
in
our
health
education
class.
But
the
only
problem
with
that
is
mental
health
seems
to
be
the
shortest
curriculum.
Sexual
education
is
longer
than
mental
health,
which
I'm
advocating
already
out
there
on
my
side,
but
as
far
as
opinions
I
do
think.
Even
group
therapy
is
very
effective
in
that
way.
O
Also
I
was
also
thinking
because
Neighborhood
House
charter
school
isn't
linked
with
any
organizations
I'm,
not
sure
if
I
was
hearing,
I
forgot
his
name
wrong,
but
they're
not
linked
with
any
organizations
and
I
think
that
it
would
be
helpful
if
I'm
not
sure
how
many
mental
health
organizations
is
in
Boston
I'm,
pretty
sure
not
a
lot,
and
that
starts
with
the
community.
You
know
when
I'm
saying
like
I
was
saying
earlier.
O
Even
getting
students
to
come
to
this
hearing
was
a
really
hard
thing
to
do,
because
asking
kids
to
talk
about
their
mental
health.
Isn't
an
easy
ask.
That's
very
vulnerable,
so
getting
used
to
come
to
this
hearing
was
especially
hard,
so
I
think
that
shows
the
lack
of
how
much
schools
care
I
did
do
like
this
little
thing
on
Instagram,
where
I
asked
students
to
kind
of
share
with
me
how
they
felt
their
school
was
taking
on
mental
health
and
a
lot
of
the
comments
that
I
got.
O
Is
they
don't
feel
seen
personally
I
feel
that
I
mean
at
a
predominantly
white
school
and
I
can
only
imagine
that
kids
are
going
through
so
much
and
I.
Don't
think
that
we
take
the
time
out
of
our
day
to
think
about
what
they
may
be
going
through
outside
of
school?
You
know
we're
so
stuck
in
education
and
the
curriculum
in
school,
but
I
don't
think
we
take
enough
time
to
think
about
how
people
are
really
dealing
with
the
outside
world.
O
So
I
get
a
lot
of
I,
don't
feel
seen.
I
don't
feel
like
I
can
go
to
teachers
and
talk
to
them
because
they're
not
asking
nobody's
really
asking
kids
throughout
the
day.
How
are
you
doing
today
or
how
was
yesterday,
you
looked
down
so
for
not
being
asked,
then
it's
really
hard
to
just
go
to
somebody
and
say
I'm
not
doing
okay,
today
and
I
think
that
just
shows
the
lack
of
how
much
Administration
teachers
Etc
really
care
about
their
students
in
schools
and
I.
Think
as
a
community.
O
That's
the
first
thing
that
we
should
be
wanting
to
do
is
care
for
our
youth
and
as
Dr
Charmaine
I
think
said.
Earlier,
it's
important
that
you
know
it's
a
revolutionary
thing.
This
has
been
happening
before
covid
and
once
covet
hit.
O
It
actually
started
to
hit
High
rocket
and
then
now
that
covet's
over
kids
are
acknowledging
how
they
feel,
but
they
don't
know
what
to
do
with
that
and
I
think
it's
especially
important
that
we
make
sure
if
we're
going
to
get
more
counselors
more
therapy
and
curriculum
that
it
is
black
and
brown
Administration
teaching
our
kids.
These
things,
also
at
my
old
school,
which
I
think
it's
very
important,
which
we
should
be
making
sure
we're
having
our
schools
is
racial
trauma.
O
I
was
never
taught
that
until
I
went
to
a
predominantly
white
school
and
there
was
a
class
designated
to
race,
gender
and
all
of
that
stuff
and
I
never
took
the
time
to
realize
after
that
class
that
my
everyday
interactions
with
because
of
the
color
of
my
skin
is
affecting
my
mental
health.
I
didn't
learn
that
until
my
senior
year-
and
this
is
stuff
that
we
should
know
prior,
you
know
what
I'm
saying
kids
should
be
knowing
this.
My
brother
is
four
years
old.
O
He
goes
to
Mecca
as
well
and
he's
experiencing
mental
health
in
fourth
grade.
So
it
starts
young
I.
Don't
think
that
you
know
we
should
be
taught
later
in
life.
We
need
to
learn
earlier
and
I
am
working
with
Dr
Gail
as
well.
She's
doing
all
the
great
work
and
as
counselor
did
mention,
I
had
the
honor
of
being
one
of
her
ambassadors
in
the
program,
and
that
was
super
effective
peer-on
peer,
getting
to
learn
the
curriculum
and
teach
other
people
about
that.
O
I
mean
these
resources
are
good
and
when
the
youth
know
them
they
share
that
to
their
other
friends,
because
we
need
it
and
I'm
just
very
grateful
for
that
Gail.
Thank
you.
So
much
and
I
think
we
need
more
of
that,
especially
even
if
it's
not
in
schools,
which
we
should
I
outside
organizations.
How
are
organizations
setting
up
mental
health
for
our
youth?
This
is
a
community
thing
and
yeah.
That's
all
I
have
to
say
thank
you.
Counselor.
A
Thank
you
Maya.
Thank
you.
Thank
you.
Thank
you
and
again
I
wanted
for
BPS.
You
know
we.
We
know
that
you
don't
have
any
jurisdictions
over
any
other
schools
outside
of
the
district,
but
I
wanted
to
just
bring
in
different
types
of
environments
that
our
students
are
in
because,
regardless
of
whether
or
not
it's
within
the
district,
there
are
still
peers
of
students
who
are
in
different
spaces,
and
there
needs
to
be
some
sort
of
standard
across.
You
know
like
the
the
whole
spectrum
of
Education.
A
That's
something
for
dusty,
but
I
just
want
to
name
that
people
are
getting
different
things
in
different
spaces,
but
then,
when
they
all
come
together
in
their
Community
outside
of
school,
there's
an
opportunity
there
also
to
really
help
support
the
well-beings
of
our
Boston
residents
in
general.
So
I
just
wanted
to
name
that
and
I
know,
and
I
and
being
the
chair
of
Boston
Public
Schools
I
understand
that
most
of
our,
where
we
have
any
powers
of
Leverage,
is
within
the
district.
A
So
I
want
to
just
name
that
and
under
and
just
so
you
know
that
I
I
see
that
so
I
am
going
to
ask
Wesleyan.
A
Who
is
a
burke
student
to
and
I
also
want
to
just
give
him
a
shout
out
because
Wesleyan
answered
the
call
was
like
yes,
I
will
do
it
and
so
I
just
want
to
say
thank
you
for
standing
up
in
a
short
period
of
time
and
raising
your
hand
to
have
your
voice
heard
here
tonight.
So
you
now
have
five
minutes
on
the
floor
and
thank
you
Maya
as
always
a
great
job,
hey
wellesleyan.
What's
his
name.
Q
Don't
know
it
was
just
if
it
gave
me
somebody
to
talk
to
other
than
you
know
your
parents
or
a
teacher
that
you
know
you
have
to
go
to
class
and
see
every
day.
It
gave
me
like
a
chance
to
be
a
little
honest
and
to
just
get
certain
things
off
out
of
my
head
and,
like
you
know,
because
it
was
mainly
just
me,
like
being
stuck
in
my
own
head
overthinking
dealing
with
my
anxiety.
Q
That
you
know
also
need
this
help
more
than
just
me
and
a
couple
other
students,
you
know
in
my
grade
and
so
I
talked
to
I,
talked
to
multiple
people
about
it,
but
a
lot
of
people
don't
don't
feel
like
safe,
like
I.
Don't
need
therapy
I!
Don't
need
to
talk
to
anybody.
You
know
so
it's
hard
especially
me
trying
to
convince
my
friends
to
talk
to
counselors,
because
a
lot
of
the
things
that
I
have
issues
with
a
lot
of
my
friends.
Q
A
Yeah,
so
sorry,
lesbian,
so
thank
you
and
and
before
we
move
on
to
Carla
I
just
really
want
to
thank
both
of
you
as
young
people.
A
Thank
you
both
for
bringing
that
perspective
in
into
the
space
I
see
you
and
I,
hear
you
and
I'm
going
to
ask
Carla
I
know
that
you
are
here
representing
a
Boston,
the
Boston
project,
Ministries
right
and
their.
You
are
here
ready
to
go.
P
Thank
you
so
much
I
appreciate
your
invite.
Thank
you,
Dr
Gail,
for
inviting
me
as
well
I.
As
mentioned
what
I
work
for
the
Boston
project
Ministries.
We
have
a
mental
health,
ambassador's
teen
Employment
Program
that
where
the
teens
are
able
to
make
15
an
hour
and
learn
about
mental
health
through
Dr
Gail's
through
Dr,
Gail's
training,
mental
health
ambassadors,
training,
Maya
was
actually
one
of
the
trainers
in
in
the
summer,
and
it
was
really
great
and
very
effective.
P
But,
as
you
know,
I'm
sure
none
of
you
have
heard
of
Boston
project
Ministries
and
it's
obvious.
It's
a
little
bit
harder
for
them
to
be
able
to
get
something
like
this
get
a
job
like
this
or
go
out
of
their
way
to
learn
about
mental
health,
but
once
they
did
I
wanted
to
share
a
lot
of
the
effects
of
it.
The
positive
effects
that
comes
out
of
teens
learning
about
mental
health,
for
instance,
one
of
my
all
of
my
team.
P
Well,
let
me
preface
by
saying
all
of
my
teens
that
I've
had
for
the
past
year
and
some
change
have
gone
to
BPS
schools,
mostly
Tech
Boston,
and
the
Henderson
new
mission,
but
most
of
the
teams
that
come
through
Boston
Boston
project
are
from
that
go
to
Tech
Boston,
so
I
want
to
start
there
and
Savannah
Broxton.
Who
was
a
sophomore
now
at
Tech
Boston.
P
She
says
that
learning
about
mental
health
will
and
the
stigma,
and
it
actually
encouraged
her
to
ask
for
help
when
she
was
struggling
so
something
else.
She
said
it
helps
her
build
on
a
positive
mindset
and
it
gives
her
a
space
to
understand
herself
and
those
around
her,
which
is
obviously
the
social
and
emotional
piece
that
comes
from
learning
about
Mental
Health,
and
it
also
helps
her
and
her
peers
here
at
the
Boston
project,
but
make
better
decisions.
P
I
also
want
to
speak
to
the
fact
that
they
have
learned
about
themselves
speak
on
that
again
and
that
it
increases
their
I'm.
Sorry
I
lost
my
train
of
thought,
but
youth
LED
discussions
are
important
as
well,
and
it's
it's
given
them
the
space
to
speak
on
their
own
experiences,
because
something
I
tell
my
teens
often
is
that
they
are
experts
on
their
own
experiences
and
having
a
mental
health
curriculum,
especially
that
is
discussion.
P
Based,
could
definitely
help
them
in
that
space
and
in
that
Arena
and
I've
seen
it
in
my
own
work
that
allowing
them
to
speak
on
on
their
own
either
experiences
with
mental
health
or
what
they've
seen
on
it
demystifies
a
lot
of
the
conversation
around
mental
health
and
mental
illnesses,
which
will
in
turn,
allow
them
to
open
up
to
other
adult
figures
that
are
trustworthy
and
hopefully
reduce
a
lot
of
the
suicidality
and
really
sense
of
hopelessness
amongst
our
teens.
P
So
I
think
that
I've
seen
that
in
the
in
the
past
in
my
teens
now
they
have
been
more
open
to
speaking
with
me,
because
I
tell
them
that
they
know
best
about
what's
going
on
in
their
head
and
especially
with
the
education
overall
on
mental
health.
That's
really
helped
them.
So,
thank
you
all
for
listening.
I
I
appreciate
the
time.
A
Thank
you,
I
was
just
looking.
You
did
not
use
all
your
time.
Okay,
thank
you.
That
was
good
and
I
appreciate
you
naming
the
students
and
the
schools
that
they
go
to,
because
I
think
it's
important
for
our
the
BPS
Administration
to
know
kind
of
where
the
attraction
is
right,
where
it's
the
energy
and
who,
who
are
the
schools
that
are
taking
advantage
of
some
of
the
Community
Resources
that
exist
to
help
support
the
mental
health
and
wellness
of
our
students.
A
So
thank
you
for
sharing
that
I'm
going
to
see
if
counselor
Anderson
I,
know
I
see
you
here.
If
you
wanted
to
start
with
your
questions,
I
I
have
I,
have
a
few,
but
I
wanted
to
defer
to
you.
First
counselor
Anderson.
You
have
the
floor.
If
you
are
interested.
E
Thank
you
so
much
Madam
chair.
Can
you
hear
me
absolutely?
Yes,
thank
you.
I
know
we're
having
a
little
bit
of
a
difficulty.
E
Thank
you
so
much
for
the
panelists
Professor
from
swaby
nice
to
see
you
on
here
as
The
Madam
chairwoman
mentioned.
We
learn
from
the
best
and
so
pleased
to
see
you
here
and
thank
you
for
my
Carla
and
Westland
and
Aurelio
and
everybody
else
who
testified
today.
Your
input.
Your
experiences
of
course,
are
extremely
important
and
look
forward
to.
Hopefully
a
working
session.
E
Madam
chair
I
think
that
I'm
still
trying
to
figure
out
how
we
can
dissect
whatever
is
in
place.
Looking
at
Services
I
heard
a
lot
about
not
having
enough
Mental
Health
Providers
I
heard
a
lot
about
specifically
timing.
E
One
I'll
say
this:
one
of
the
issues
with
our
Mental
Health
Services
is
that
a
lot
of
the
providers
do
are
bombarded
or
inundated
with
a
high
file
a
caseload.
So
what
what
ends
up
happening
is
sessions
feel
rushed
and
specifically
for
the
students
for
the
Adolescent,
either
at
home
or
school-based
or
community-based.
You
are
seeing
these.
E
You
are
seeing
participants
for
a
very
short
period
of
time,
and
the
other
thing
is
too
is
that
I
find
that
a
lot
of
the
mass
health
or
the
insurances
that
actually
cover
supports
services
that
we're
not
actually
addressing
the
diagnosis,
sometimes
properly
right
and
I
and
I
know.
The
doctor
is
going
to
agree
with
me
that
we
are
diagnosing
too
fast
or
over
diagnosing
with
misdiagnosing,
and
we
know
that
we
know
that
some
situations
are
circumstantial
or
temporary.
E
The
risk
with
that
is,
if
you're
on
a
panel
with
Mass
health
and
insurance,
they
don't
cover
anything.
That
is
not
a
medical
necessity
right.
So
in
order
for
you
to
actually
cover
Services,
you
have
to
have
a
diagnosis.
So
diagnosis
comes
first
and
then
you're.
You
know
obviously
you're
doing
your
cans,
your
assessment,
but
once
you
have
the
diagnosis,
it's
a
very
short
time
for
you
to
have
diagnosis
and
then
for
you
to
actually
render
Services
the
problem
with
that
is.
E
You
ended
up
not
really
getting
to
know
this
person,
and
you
have
diagnosed
me
because
of
my
situational
circumstantial
depression
and
now
I'm
stuck
with
this
very
you
know.
Sometimes
very
harsh
diagnosed
that
may
not
actually
pertain
to
my
situation
in
three
months
or
in
four
months
or
five
months,
so
that's
I
think
it's
risky,
because
we
continue
to
perpetuate
Services
again
we
actionary
services
or
after
the
fact,
and
we're
not
actually
addressing
two
counselor
I
mean
he
is
point
today
with
this
filing
we're
not
addressing
the
issue
beforehand.
E
So
if
we,
even
if
we
are
to
increase
social
workers
or
providers
in
schools
and
we're
to
increase
them
in
experiential
learning
type
of
curriculum
or
when
to
increase
them
in
activities,
it
could
be
more
group
therapeutic
settings.
It
could
be
circle
of
healing
or
restorative
healing
types
of
curriculums
or
groups
activities
spill
trips,
even
that
are
therapeutic,
different
exercises
artistic
exercises.
So
it's
not
just
teaching
a
thing:
it's
actually
creating.
What
console
Mejia
alludes
to
a
lot
that
experiential
learning
that
connects
to
Artistic,
Endeavors
or
or
and
so
forth.
E
It
could
be
science,
it
could
be
exercise
I
mentioned
before
Sports,
and
so
my
concern
is
that
we
will
continue
to
create
this
ripple
effect
of
diagnosing
a
whole
bunch
of
black
and
brown
children
in
our
schools
without
proper
services,
without
preventative
measures,
without
proper
facilities,
without
proper
curriculum
without
proper
experiences
without
proper
resources,
and
so
services
are
great,
but
now
we're
talking
about
services
that
are
too
short
or
not
enough,
and
on
top
of
that
to
add
to
injury,
we
don't
even
invest
fiscally.
E
We
don't
even
invest
properly
fiscally
in
our
schools,
with
the
facilities
and
everything
that
adds
substance
to
your
mental
health,
treatment
or
Journey,
and
so
I
agree
that
this
is
a
multi-dimensional
multi.
You
know
it's
a
huge
spectrum
of
circumstantial
situations
as
well
as
disorders
and
permanent.
You
know
situations,
however,
we're
creating
a
pipeline
to
labeling
and
also
not
properly
responding
to
the
harm,
and
so
I
would
say.
I
agree
with
all
of
the
young
people
here
who
testified.
E
I
mean
I'm
young
too
disagree,
but
I
I
agree
with
all
the
young
people
here
who
testified
you
guys
know
best
as
to
your
experiences.
I
really
appreciate
it:
Professor
krum's
babies
and
Dr
Jackman's
real,
tangible
examples
of
what
that
is,
especially
the
one
about
your
your
daughter,
professor
and
now
we
have
a
responsibility
to
sit
down
in
a
working
session,
hopefully
through
Madam's
chairs
permission
to
be
able
to
dissect
this
service.
What
exactly
is
in
place
and
what
exact?
E
How
do
we
tackle
this
and
I
think
that
an
action
plan
itself
in
a
working
session
to
map
out
all
of
the
resources,
and
what
does
it
mean
to
address
mental
health
in
a
holistic
way?
That
means
we
will
look
at
all
of
the
different
types
of
services
in
place
face.
This
is
not
to
take
away
from
health
and
wellness
what
they
already
providing,
but
this
is
to
add,
because
we
know
they're
doing
their
job.
E
But
how
do
we
add
to
those
resources
to
ensure
that
this
is
being
done
properly
and
then
I
would
say
that
a
curriculum
would
be
perfect
to
or
hopefully
enough
to
create
benchmarks
to
measure?
How
are
we
doing
in
making
progress
equitably,
but
also
to
develop
our
our
students
in
supporting
our
students,
academic
success
in
the
schools
Madam
chair.
Thank
you
so
very
much
I
look
forward
to
the
working
sessions
because
I
think
that's
where
we
will
bring.
E
Hopefully,
these
testimonies
and
more
of
the
services
and
really
look
at
this
work
in
a
very
critical
of
a
comprehensive
way
to
make
sense
out
of
it,
and
hopefully
we're
imploring
BPS
to
listen
and
to
to
listen
and
to
be
and
to
welcome
these
ideas
and
to
take
our
recommendations
at
the
end
of
this.
Thank
you
so
much.
A
Thank
you.
Thank
you,
counselor
Anderson
and
I
before
I
move
on
to
my
questions
just
wanted
to
see.
If
anyone
wanted
to
reflect
react,
you
know
contribute
or
because
I
know
that
my
colleague
is
just
like
me.
We
are
beyond
the
conversation
at
this
point
right.
We
really
want
to
make
sure
that
these
spaces,
when
we're
inviting
everyone
in,
is
that
you
know
more,
so
the
administration
is
really
understanding.
A
We
need
to
be
able
to
invest
and
that
investment
is
both
financial
and
that's
also
time
commitment
and
that's
also
a
will
a
political
will
to
say
you
know
what
we're
going
to
change
the
culture
in
our
district
and
lead
with
Wellness,
and
that's
going
to
take
us
doing
x,
y
and
z
and
here's
how
we're
going
to
define
success
and
I
think
that
level
of
thoughtfulness
and
that
level
of
thinking
is
what
I'm
going
to
be
looking
at
when
we
start
our
public
hearings,
because
the
budget
season
is
upon
us
and
you
trust-
and
you
better
know
that
and
I'm
letting
everybody
know
who's
listening-
that.
A
This
is
definitely
something
that
I
would
like
to
see.
The
district
invest
in
like
in
some
real
meaningful
way,
and
that
means
setting
up
our
schools,
all
123
of
them
every
single
grade,
every
single
classroom
and
that
it
doesn't
become
any
more
a
commercial
about
how
and
what
we're
trying
to
do.
But
here
is
what
we're
going
to
do
and
here's
what
the
outcome
is
going
to
look
like.
A
That's
the
type
of
of
urgency
and
reaction
that
I'm
really
looking
for
from
the
districts
when
we
continue
to
have
these
conversations
so
I
I
just
want
to
sound
the
alarm
that
this
is
going
to
be
one
of
the
things
that
I'm
going
to
fight
unapologetically.
A
So
I
am
going
to
ask
a
few
questions
to
our
community
panelists
and
some
of
our
young
people
to
help
us
kind
of
ground
and
level
set.
You
know
when
you
think
about
what
it
meant
to
health
and
wellness
School
environment
looks
like.
Can
you
just
let's
just
dream
here?
A
What
are
some
just
three
things
that
are
basic,
that
you
think
every
school
should
have
three
yeah
I'm,
not
asking
y'all
for
don't
give
me
a
whole
paragraph,
because
I
don't
only
have
five
minutes,
but
if
y'all
can
give
me
three
things
that
you,
this
is
wishful
thinking
right
now.
This
is
an
opportunity
for
us
to
really
help
support
the
district
and
meeting
this
moment
so
I'm
going
to
give
you
all
a
little
bit
of
time.
Weslin,
if
you
I
know
you're
off
camera,
but
if
you
want
to
participate,
would
love
to
hear
your
thoughts.
A
I
know
you
mentioned
not
having
enough
guidance,
counselors
and
social
workers
who
can
who
can
meet
the
needs
of
all
of
your
peers.
So
I
know
that
I
heard
that
from
you,
I
might
I
see
your
hands
up.
So
I'll
start
with
you.
O
I
think
morning,
meditation
setting
the
morning
off
with
some
type
of
relaxation
for
your
mind,
I,
definitely
think
more
outside
time,
like
Hands-On
I
mean
sitting
down
in
a
chair
for
like
six
hours
is
super
draining
so
getting
up
getting
active
and
daily
check-ins
in
all
the
classrooms.
You
know
who
wants
to
step
into
a
classroom
and
get
right
into
the
work
without
being
asked.
How
are
you
doing
today?
A
And
you
know
what
I
love
about
that
Jill.
Is
that
none
of
that
costs
a
sense
right
I
mean
like
then,
because
I'm
like
oh,
we
don't
got
no
money,
yeah!
Well,
look
y'all
just
have
to
shift
your
culture
here
like
that's
it
it's
as
simple
as
that
and
as
school
leaders.
You
reserve
the
right
to
do
that
and
you
could
find
the
way
to
make
those
things
happen
so
morning.
Motivation,
that's
amazing
and
I
think
it's
a
little
low
hanging
fruit,
so
I
and
daily
check-ins
and
outside
activities.
A
H
Yeah,
it's
K
to
eight
is
20
minutes
of
recess,
but
then
we
have
had
a
big
initiative.
Still
continuing
is
integrating
movement
breaks
into
the
classrooms,
and
so
that's
like
a
huge
thing
going
on
which
connects
to
her.
H
The
second
point
about
you
know
just
moving
whether
that's
outdoor
or
inside,
being
able
to
have
some
of
those
breaks
in
the
middle
of
whatever
hard
work.
You're
doing
so
totally
agree
with
that,
and
the
check-in
part
is
all
what
we
call
our
welcoming
activities,
and
so
we
ask
all
of
our
teachers
and
even
in
our
adult
meetings,
to
have
a
welcoming
activity,
we
that's
part
of
our
cell
signature
practices.
H
If
you
will,
we
were
talking
about
cell
versus
mental
health
before,
but
this
is
one
of
those
practices
and
lots
of
schools
and
are
doing
that
and
then
I
love
the
morning
meditation
piece.
You
know
that
that's
that's
so
awesome
and
we
do
have
some
schools
that
are
implementing
a
some
different
curricula
that
are
all
about
that
kind
of
making
it
easy
for
teachers
to
just
have
a
meditation,
so
I'd
love
that.
M
Yep
I
could
there
we
go
I
can
added
I.
Think
specifically,
can
you
guys
hear
me,
okay,
great
again,
specifically
thinking
about
some
of
the
primary
mental
health
concerns
that
we
see
I,
think
the
unique
thing
about
adolescence
and
why
you
know
I
think
this
is
definitely
imported
across
all
grades,
but
a
focus
on
adolescence,
because
this
is
when
we
tend
to
see
early
signs
of
mental
health
conditions
really
get
worse
or
you
know
kind
of
manifest.
M
So
having
specific
content,
that's
focused
on
depression,
anxiety,
I,
think
we
see
a
lot
of
trauma
and
Trauma
response
in
our
young
people
in
the
city,
so
having
something
that
focuses
on
PTSD
and
then
early
signs
of
thought,
disorders
and
psychosis
again,
because
the
goal
is
to
this
increase
knowledge
and
awareness
and
destigmatize
a
focus
would
be
on
also
how
to
ask
for
help
and
how
to
access
help
in
the
community
and
in
the
school.
Is
that
I
think
that's
one
thing,
but
that's
many
things.
M
Well,
it's
great
I
think
one
thing
that
I
didn't
mention
was
particularly
when
families
require
more
intensive
Services.
You
know
we've
definitely
partnered
with
the
best
team.
One
of
the
challenges
that
I've
heard
from
other
schools
I
think
we
had
a
pretty
good
way
of
managing
that.
M
But
when
police
responded
with
ambulance
where
a
child
who
may
need
to
be
hospitalized
that
sometimes
those
office
or
even
within
the
school
police
didn't
have
the
best
response
when
responding
to
a
young
person
with
a
mental
health
condition,
so
ensuring
that
our
training
not
only
includes
teachers
and
and
formal
Educators,
but
school
police
and
any
police
I
I
was
even
having
a
protocol
for
when
police
respond
to
a
school
for
mental
health
condition.
What
is
the
protocol
checking
in
with
the
school
council?
A
Thank
you.
Thank
you.
Okay,
any
other
thoughts,
things
Reflections
that
we
should
really
you
know
lean
into
here.
I
mean.
L
Dr
Dr,
Jackman
and
Maya
kind
of
mentioned.
You
know
pretty
much.
What
I
had
been
thinking
about
in
addition
to
the
check-in
I
would
just
want
to
also
have
us
include
a
checkout,
because
sometimes
young
people
have
already
checked
out
in
the
middle
of
the
the
class.
So
it's
important
to
help
them
transition
to
the
next
thing.
L
So,
even
if
it's
again
a
a
meditation
out
of
right,
so
that's
another
thing
to
think
about
not
only
your
checking
in
but
you're
checking
out
as
well
in
terms
of
whatever
you
were
doing
within
the
context
of
that
90
minutes,
45
minutes
class
that
you've
had
then
the
other
thing
I.
Would
you
know
like
to
make
a
suggestion
about
so
many
high
schoolers
have
to
do
community
service
if
they
are
taught
in
terms
of
their
own,
a
mental
health
curriculum.
L
You
can
have
them
do
community
service
with
the
elementary
school
children,
because
a
lot
of
younger
kids
look
up
to
the
teenagers
and
if
you
have
a
facilitator,
a
mental
health
counselor
or
practitioner
who's
working
alongside
that
young
person
who's
doing
community
service.
Again,
it's
what
they
are
required
to
many
of
them
in
high
school
are
required
to
have
community
service.
That
might
be
one
way
for
them
to
gain
some
Community
Service
as
well.
A
Cool,
thank
you,
I
think
Joe.
What
you're
hearing
is
a
lot
of
low-cost.
You
know
partner,
Rich
opportunities
right
and
ways
for
us
to
kind
of
meet
this
moment
and
I
know
the
title
of
this
hearing
order
was
a
curriculum.
You
know,
I
think
that
we
to
counselor
luigien's
earlier
point
in
terms
of
just
piloting
and
building
something
like
you
know:
Dr
Krum,
swaby
and
the
program
that
she
has
created
and
we've
been.
A
You
know
we
first
started
it
off
with
just
in
community
outside
of
the
schools,
but
with
students
who
were
in
different
types
of
schools,
and
then
this
our
second
year
we
went
into
a
school
and
We're
working
directly
in
a
school,
so
each
environment
teaches
us
something
about
what
it
looks
like,
but
I
think
that
you
know
we're
just
gonna
have
to
dive
into
and
start
figuring
things
out
and
and
rolling
things
in
right,
like
I.
A
It
just
slows
down
the
process
and
I.
Think
that
that's
why
I
do
most
of
my
work
in
community
with
non-profit
organizations
and
groups
outside
of
the
district
or
outside
of
City
Hall,
just
because
I
don't
have
time
to
wait
for
Stuff
I'm,
just
trying
to
do
as
many
things
as
I
can
and
let
y'all
catch
up
to
the
times
and
I
feel
like
you
all
are
well
resourced.
You
have
millions
of
dollars
that
we
approve
every
single
budget
season
and
the
fact
is
that
tons
of
money
goes
into
social
emotion
and
trauma.
A
But
we
just
don't
in
terms
of
like
a
return
on
that
investment.
It's
really
hard
for
us
to
see
come
right
and
I.
Think
that
that's
probably
why
we're
thinking
of
partnering
up
with
other
folks,
maybe
creating
a
curriculum
that
we
can
start
off
with
some
baseline
data,
and
then
we
can
figure
out
whether
or
not
that
return
on
investment
is
making
those
outcomes
right.
I,
just
think
that
something
has
to
give
and
I'm
just
not
sure
what
it
is.
John
I
see
you.
N
Just
one
other
thought
that
I'd
throw
out
there,
it
gets
to
I
think
something
that
councilor
Anderson
had
said.
It's
sort
of.
N
How
do
you
straight
progress,
or
how
do
you
monitor
What's
taking
place,
and
there
are
screening
tools
that
we
haven't
used
at
BPS,
that
identify
kids
that
needs
additional
attention,
but
they
also
allow
the
teachers
to
progress,
monitor
the
kids
to
see
how
they're
doing
once
they
leave
the
classroom
and
whether
they're
you
know
adjusting
how
they're
doing
academically
so
I
think
there
are
tools
that
might
be
put
in
place
to
make
sure
that
the
some
of
the
work
that's
going
on
in
this
area
is
having
the
desired
impact.
A
I
Thank
you
so
much
for
this
Rich
conversation
and
I
appreciate
all
of
the
all
of
what
is
being
done
in
the
community
and
I,
especially
want
to
lift
up
the
action
step
that
was
mentioned
about
all
of
us
coming
to
the
table,
and
you
know
and
sharing
our
resources
really.
That's
all
I'm
excited
and
energized
and
very
passionate
about
this
work.
A
K
That
is
why
I
I
stayed
on
that's
most
important
to
me
is
to
really
hear
from
them,
and
you
know,
I
I
also
wanted
to
uplift
what
Maya
said
you
know
having
and
Westland
both
talking
about
having
enough
social
workers
guidance
counselors
this
this
year
coming
up,
we
will
have
a
social
worker
in
every
school
that
we
can
say
we
really
do,
and
then
we
just
posted
so
that
I'm
not
using
acronyms
students
with
limited
or
interrupted
formal
education,
slight
social
workers,
one
for
each
program
and
a
district
social
worker
that
that
will
support
them.
K
So
we
have
heard
that
we
need
to
be
supporting
students
and
I
wanted
at
least
the
people
on
this
panel
to
know
that
as
I
came
into
this
role,
that
is
something
I
I.
We
wrote
the
job
description
and
impact
bargained
with
the
Union
fairly
quickly
to
make
sure
that
we
could
get
that
for
the
fall
and
really
we
are
always
open
to
listening
and
working
with
the
community,
and
you
know
definitely
what
councilor
Mejia
says
resource
rich
and
How.
Does
it
go?
Council
media
resource
Rich
collaboration,
poor.
A
Well,
that
too,
but
it's
resource,
rich
and
coordination
for
I
mean
like
we
have
so
many
resources.
We
just
got
to
step
up
our
coordination
game
because
we're
rich
here
look
at
all
this
genius
that
exist
in
this
hearing
right
from
every
different
type
of
Walk
of
Life
and
entity.
I.
Just
think
that
you
know
if
we
will
all
get
together
to
counselor
Anderson's
recommendation.
You
know
as
I
continue
to
move
through
this
conversation.
H
Just
wanted
to
say,
as
you're
ending
I
really
appreciated,
I
think
it
was
counselor
Anderson
talking
about
a
holistic
approach
to
youth
around
this
issue.
We
not
just
in
BPS
but
I-
think
at
least
in
United
States.
We
break
mental
health
and
physical
health
into
different
places,
and
we
don't
think
about.
Maya
talked
about
getting
outside
and
moving,
and
you
know
meditating
and
so
sometimes
because
we
have
Specialists
that
specialize
in
different
places.
We
we
tend
to
then
break
things
up
and
so
I
just
think
about.
H
When
we
want
kids
to
be
healthy,
we
want
adults
to
be
healthy.
We
we
there
are
certain
things
about
like
how
do
we
communicate?
What
do
we?
What
do
we?
What
skills
do
we
have
for
saying
to
ask
for
help?
How
do
we
set
goals?
Those
things
cut
across
all
the
areas
of
our
health
and
well-being,
so
I
look
forward
to
that
comprehensive
approach
and
that
planned
and
integrated
approach
that
she
was
referencing,
because
I
really
think
that's
really
what
we
need.
So
thank
you
for,
for
all
that,
you're
doing
really
grateful
to
everybody.
A
Thank
you.
Thank
you.
Thank
you
for
that,
and
you
know
I'll
just
uplift
really
quick,
that
Dr
Krum,
swaby
and
I
were
founding
members
of
a
non-profit
organization,
called
C
plan
that
I
used
to
lead,
and
we
always
talked
about
the
whole
child
and
that
in
our
advocacy
space
they
wanted
to
compartmentalize
our
kids
into
different
little
buckets
and
we,
as
parents
were
always
trying
to
push
the
conversation
so
that
we
can
see
our
children
as
we
see
them.
A
Hope
and,
and
so
this
whole
idea
around
mental
health
and
wellness
having
its
own
separate
thing.
It
should
be
a
part
of
it.
A
It
should
be
a
part
of
of
just
the
culture
that
we're
trying
to
create
and,
and
the
only
way,
we're
going
to
be
set
up
for
that
success
is
if
we
make
those
Investments
and
I'm
going
to
keep
talking
about
Investments,
because
it's
time
commitment,
that's
an
investment,
it's
Financial
commitment
and
it's
also
emotional
commitment
that
we're
willing
to
do
that
work
as
adults,
so
that
our
children
could
also
see
and
model
that
behavior
that
it's
okay
not
to
be
okay
and
and
just
ask
one
more
questions
before
we
open
up
to
public
testimony,
and
it's
really
not
so
much
a
question.
A
It's
just
more
of
of
a
comment
that
I
wanted
to
offer
here,
as
we
continue
to
move
through.
This
is
that
you
know
I
always
talk
about
my
own
Journey
here
and
I
think
that
the
person
was
professional
and
the
professional
is
oftentimes
political.
As
my
colleague
councilwara
always
uplifts,
and
you
know,
I
have
shared
openly
my
own
struggle
with
mental
health.
You
know
when
I
was
a
kid.
A
You
know
I
talk
about
the
fact
that
I
attempted
suicide
and
my
mom
was
too
afraid
to
take
me
to
the
hospital
and
I
think
a
lot
of
it
had
to
do,
because
she
was
undocumented
and
was
afraid
that
they
would
take
me
away
from
her.
But
that
fear
prevented
me
from
getting
the
support
services
that
I
needed
right
and
so
I
share
this,
because
it's
not
just
about
the
just
the
sake
of
having
this
conversation.
A
Then
we
are
going
to
have
to
do
whatever
it
takes
to
make
sure
that
we
are
ready
to
provide
that
child
with
whatever
Support
Services
they
need-
and
it
was
a
teacher
through
my
writing-
that
realized
that
I
needed
some
additional
support
and
it
was
through
a
creative
writing
class
that
identified
that
I
needed
support
and
so
I
share
that
with
you
all,
because
I
think
that
sometimes
the
politics
and
the
the
need
to
get
things
right
get
in
the
way
of
the
right
thing
to
do,
and
I
want
to
share
that
with
you,
because
I
think.
A
A
A
And
so
we
need
to
do
better
and
I
know
that
we're
going
to
do
better
because
you
guys
are
committed
to
doing
that
work.
So
I'm
encouraged
by
that
and
the
last
plug
that
I'll
say
is
that
I
am
excited
about
our
partnership
with
the
Burke
we're
going
to
be
hosting
a
mental
health
and
wellness
day.
L
F
A
And
you
know
the
social.
You
know
just
the
the
wellness
that
they
need
to
to
be.
Okay
right,
so
we'll
invite
the
district
to
participate
in
that,
because
what
we
want
Jill,
if
we
can't
get
a
curriculum
this
year.
Well,
I
will
want
my
second
backup
question
and
ask
is
for
the
district
to
adopt
a
day
of
Wellness
where
we
every
single
school,
all
123
or
who
knows
how
many
schools
we'll
have
left
by
the
time.
Y'all
get
done
with
this
green
new
deal.
But,
however,
many
schools
are
still
left.
A
I
think
that
every
school
in
the
district
should
shut
down
and
we
should
do
a
day
of
Wellness
and
we
need
to
create
culture
of
that.
We
need
to
shift
that.
So,
even
if
we
start
off
with
a
day
of
wellness
and
it's
a
day
of
activity
across
the
entire
district
and
that's
our
curriculum
I'll
take
that
but
I
we
need
something
so
I
just
want
to
name
that
I
I
need
to
feel
like
this.
A
Conversation
of
three
hours
landed
in
some
sort
of
deliverable
and
that's
tangible,
so
we're
going
to
do
it
at
the
Burke
as
a
pilot
y'all
can
come
learn
and
then
maybe
do
it
next
year
for
the
whole
District.
But
something
has
to
give
so
I
hope
that
you
all
are
leaving
inspired
and
ready
ready,
we're
feeling
good,
because
I
don't
want
you
all
to
need
some
therapy
after
my
sessions
right
because
I'm
glad
that
I
see
Jill
laughing
there.
A
So
that
means
and
Cheryl,
okay
and
John
I
know
you
were
here
for
all
of
this
too
so
Dr
Jackman,
Dr,
Trump,
swaby
Westland.
My
you
know,
Dr
Anderson,
that
you
stayed
here
all
this
time.
Thank
you,
Jenna.
Thank
you,
Central
staff.
A
Thank
you
to
my
chief
of
staff
Lewis,
who
helped
coordinate
and
get
everybody
here
into
the
space,
so
just
wanted
to
just
end
with
some
gratitude,
and
just
thank
you
all
for
your
partnership
and
I
look
forward
to
building
with
each
and
every
one
of
you
and
we're
gonna,
now
open
it
up
for
public
testimony
and
Central
staff.
I'll.
Let
you
let
me
know
if
there's
anyone
here
for
public
testimony.
R
I'm
not
sure
I'm
gonna
need
two
minutes
and
I
appreciate
you
guys
for
having
us
I'm
actually
here
on
behalf
of
my
institution,
Stephanie
Peak,
I'm,
more
non-profit
organization
in
the
box,
and
that
encourage
you
to
use
their
voice
through
written
and
spoken
word
and
Mai
is
one
of
our
cohorts,
and
so
he
presented
this
to
us
and
you
know
I'd
be
remiss
if
I
didn't
get
on.
R
R
You
do
you
really
do
and
I
appreciate
you
making
the
space
for
this
as
a
somebody
that
exited
a
Boston
public
schools
because
of
labs
things
like
this
I
think
it's
important
I
think
it's
very
important
and
I
wouldn't
I
want
to
be
very
transparent
with
you
guys,
I,
don't
a
lot
of
the
work
that
we
do
it's
rooted
in
this,
so
you
know
just
just
wholeheartedly.
A
L
A
Thank
you
thank
you,
and
that
is
why
we
exist
in
this
world
and
why
we
take
this
work.
Serious
and
I'm,
so
grateful
that
vulnerability
is
is
the
most
super.
This
is
the
superpower
that
we
have
and
I
think
as
adults
and
as
children.
We
have
been
encouraged
to
just
be
strong
and
to
just
keep
going
on,
but
there
is
some
strength
in
your
vulnerability.
So
for
those
who
are
tuning
in
man,
I
am
telling
you
being
vulnerable.
A
R
Sorry
guys
but
I
appreciate
that,
and
it
is
it
is
it's
something
that
I
think
you
know
I
I
know:
I
was
strong
and
I
found
my
way
through
it,
but
not
everybody
is
I
lost
my
best
friend
in
that
and
it's
something
like
carrying
me
every
day.
You
know
and
I
think
to
just
understand.
When
you
walk
in
those
Halls
I
mean
we
went
back
trying
to
do
things
in
the
school
and
you
know
it's
not
really
welcomed
it's
an
energy
thing
and
Maya
hit
it.
R
R
those
kindergartners
come
through
our
games,
his
first
skaters
come
and
you
create
a
bond
with
those
kids
and,
if
not
for
yourself,
for
them,
it
puts
you
in
better
places
because
there's
somebody
looking
up
to
you
and
it
gives
you
a
light,
and
you
know
just
just
even
going
back
to
O'brien
realizing
man.
It's
gotten
worse,
you
know,
I
get
it.
Everybody
has
a
job
and
what's
showing
up
to
do
our
jobs,
but
you
know
we'd
be
remiss
if
we
left
this
piece
untouched.
R
It's
just
not
right
and
you
can't
come
in
and
learn
math
and
science
and
do
these
things.
If,
if
your
whole
self
isn't
there,
it's
just
not
possible,
it's
just
not
possible
and
you
can't
walk
through
a
door
and
flip
a
switch
and
just
attention
forward.
It's
not
real
I'm
gonna
be
fooling
ourselves
any
further
at
this
point-
and
you
know
again,
I
won't
bore
you
guys
with
this,
but
I
appreciate
this
more
than
you
guys
will
understand.
R
I
mean
we're
working
our
angle,
very
small
non-profit
when
we're
not
in
the
fifth
sixth
year,
but
you
know
it.
It's
honestly
admirable
to
see
this
type
of
conversation
happen.
A
Mr,
Robinson
and
I
look
forward
to
partnering
and
figuring
out
how
we
can
build
outside
of
this
little
space
that
we're
here
in
zoom
and
and
thank
you
again
and
I'm,
going
to
ask
Central
staff.
If
there's
anyone
else
signed
up
I
know
we
are
over
scheduled,
so
I
wanted
to
just
be
mindful
and
I
want
to
end
with
gratitude.
I
just
want
to
thank
everyone
again
for
spending
so
much
time
and
energy
here
today
with
us.
A
It
was
a
long
hearing
but
I
I
hope
that
you
walk
away
feeling
better
than
now
than
what
you
did
when
you
first
came
in
I
hope
you
we
are
living
here
fully
full
and
so
thank
you.
I
am
going
to
call
this
before
you
close.
M
Councilman
here,
just
a
real
quick
just
as
you
just
mentioned,
I
wanted
to
make
sure
we
ended
with
just
a
mindful
moment
for
people
to
take
a
breath
or
to
think
about
what
you're
going
to
do
next.
What
are
you
going
to
do
after
this
to
take
care
of
yourself,
whether
it's
ghetto
walk
is
still
shining
or
just
so
sorry
for
interrupting,
but
I
think
it's
just
important
to
just
make
sure
we
put
that
back
here
as
we
check
out
as
Gail
Dr,
Gail
and
Maya
mentioned.
A
So
I'm
checking
on
going
straight
to
another
Zoom,
but
that's
just
me,
but
you're,
absolutely
right,
I
think
I'm
gonna
go
check
in
on
my
daughter
who
came
in
quietly.
Well,
I
was
doing
this
so
get
a
little
bit
of
love
from
her,
so
I
can
keep
doing
this
work.
So
that's
going
to
be
my
mindfulness
moment,
so
thank
you
for
encouraging
us
to
just
and
be
all
right
all
right,
okay,
I'm
gonna
call
the
steering
to
it
or
end.