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From YouTube: NSCS Wellness Series EP3
Description
City of Chelsea, Host: Kelly Knox, Guest: Dr. Aaron Jennings and Brenda Peña
A
B
May
is
mental
health
awareness
month
and
May
1st
through
the
7th
is
Children's
Mental,
Health
Awareness
Week.
So
today
we
will
be
talking
about
the
critical
intersection
between
diversity,
equity
and
inclusion
efforts
and
the
mental
Wellness
of
Youth.
These
two
topics
have
tandemly
burgeoned
over
the
last
few
years,
but
in
separate
ways
as
a
result
of
documental
racial
injustices
such
as
the
murder
of
George
Floyd
and
the
restrictive
lockdowns
of
covid
respectively.
B
Our
conversation
today
is
with
Dr
Aaron
Jennings,
the
equity
diversity
and
Excellence
officer
at
Chelsea,
Public
Schools
and
Ms
Brenda
Pena,
District
administrator
at
Chelsea,
Public
School,
overseeing
the
social
work
department
and
student
Mental
Health.
So,
as
a
leader
in
education,
Dr
Jennings
is
committed
to
Leading
at
the
intersection
of
Education,
community
and
government.
This
cross-sector
approach
has
allowed
him
to
impact
the
lives
of
children
for
over
15
years.
B
She
served
as
a
resource
and
supported
students
through
transitions,
emotional
struggle
struggles,
pair
interpersonal
difficulties
and
academic
stressors
in
2014,
Miss
Pena
began
her
leadership
career
as
a
head
of
family
and
Community
engagement
at
Bentley
Academy
in
Salem.
Seven
years
later,
in
2021
Miss
Pena
became
the
first
latinx
and
first
female
principal
of
Waltham
High
School,
as
well
as
the
first
leader
of
the
Waltham
Public
School
District
correct.
Yes,.
B
Right
Latina,
Ms
Pena
holds
a
Bachelor's
of
social
work
from
Wheelock
College
and
a
master's
in
leadership
through
University
of
New
England.
She
holds
us
certifications
licenses
as
the
attendance
Officer
school
adjustment,
counseling
principal
PK,
director
of
pupil
personnel,
director
of
School,
counseling
and
superintendent,
so
welcome
Dr,
Jennings
Miss
Pena.
Thank
you.
Thank
you.
That
was
that's.
That's
a
lot
of
background.
You
guys
bring
to
your
work.
Yes,
yeah.
B
A
lot
of
years
and
a
lot
of
commitment-
this
is
wonderful,
so
the
last
few
years
have
brought
about
Monumental
changes
in
children's
mental
health,
but
this
has
started
way
before
covid
right.
The
U.S
general
declared
a
mental.
The
U.S
general
declared
a
mental
health
crisis
as
a
result
of
covid,
but
prior
to
that,
the
CDC
has
did
a
study
and
it
showed
significant.
D
B
D
It
was
just
a
magnifier
I
know
personally,
for
me:
I
had
to
step
away
from
social
media,
because
I
knew
what
it
would
do
to
me
and
so
for
our
young
people,
who
may
not
have
the
ability
to
modify
Behavior
or
for
seeing
that
something
may
come
down
that
they.
You
know
it
was
an
amplifier
for
them.
It's
amplifier,
yeah
yeah,
no.
C
I
would
agree
with
Dr,
Jennings
and
I
think
you
know
other
contributing
factors
is
you
know
the
isolation?
You
know
and
I
think
just
this.
This
social
unrest
and
these
these
local
and
Global
issues
that
are
occurring
are
it
occurred,
hand
in
hand
during
covet
right
and
it
was
Amplified
and,
as
a
result,
the
isolation,
the
lack
of
socialization
lack
of
availability
for
students
to
connect
hours
on
end.
As
we
know,
students
come
in
with
structures
and
routines
right.
Their
job
is
to
be
a
student.
C
So
when
this
happened,
it
was
not
only
were
they
spending
numerous
hours
at
home,
sometimes
unsupervised
or
with
family,
that
they
weren't
used
to
being
with
24
hours
out
of
the
day,
lack
of
socialization
they
weren't
seeing
their
friends,
they
weren't,
connecting
with
extracurricular
activities
or
any
type
of
school
programming
which
really
impacted
and
elevated
and
really
brought
to
light
the
increase
of
mental
health
that
we
were
already
seeing.
We
knew
there
was
an
uptick,
but
this
really
just
brought
it
more
to
the
surface.
No
question.
D
B
C
Yeah
I
mean
so
dysregulation
is
really
just
when
there
is
this
off
this
this
unbalance
right.
There
is,
when
you
start
seeing
kids,
you
know
their
brain
is
functioning
a
certain
way,
but
then
you
see
this
chemical
imbalance
that
is
created
as
a
result,
which
really
then
impacts
how
they
behave
and
in
terms
of
decision
making.
C
So
you
know
to
Aaron's
point
and
talking
about
you
know
you
mentioned
you
know
female
students
and
really
when
you
look
at
the
impacts
that
we're
seeing
right
now,
studies
do
show
that
from
ages
16
to
18,
young
females
of
color
are
impacted
more
as
a
result
of
the
pandemic
and
other
external
factors
right
and
and
I.
Think
with
the
with
the
pandemic,
is
one
thing
right.
The
the
social
unrest
is
another
we're.
Also
not
you
know,
I
think.
C
One
thing
that
we
do
really
well
in
Chelsea
is
we're
looking
at
the
whole
child
and
considering
the
whole
child
and
that
whole
child
you
know
kind
of
approach
is
how
we
provide
our
supports.
We
have
students
that
have
a
lot
of
external
factors,
whether
it's
divorce,
whether
it's
domestic
violence,
whether
it's
substance,
use
Financial
stressors
as
a
result
of
the
pandemic,
and
that's
something
that
is-
is
very
real
for
our
student
body.
Yeah.
D
So,
for
example,
in
kindergarten,
a
disregulated
student
with
you
know,
symptoms
would
be
unable
to
sit
on
the
Square
or
on
the
X
in
the
class
just
fidgety
getting
up
and
moving
and
walking,
or
in
middle
school,
middle
school
or
middle
school
kids
unable
to
communicate
to
each
other
to
talk
to
each
other.
Without
an
outburst
in
high
school.
The
same
thing
can
be
seen:
modeled
from
kindergarten
to
Middle
School
to
high
school,
but
just
more
appropriate
or
not
appropriate,
but
developmentally
not
appropriate
for
the
age
bracket.
Right.
C
Yeah
I
know
I,
would
agree
and
I
think
you
know
it's
something.
One
of
the
things
that
we
are
seeing
is
really
the
lack
of
inability
to
to
problem
solve
right,
basic
problem,
solving
skills,
coping
skills.
Those
are
things
that
I
feel
have
been
lost
in
schools,
because
we
are
we're
really
the
holders
I
mean
I.
Think
people
feel
a
certain
way
when
they
say.
Why
is
all
this
pressure
being
put
on
schools
reality?
D
A
D
How
does
it
impact
and
this
for
so
many
years,
I
think
we
as
practitioners
have
ignored
the
unique
challenges
that
black
and
brown
individuals
go
through
as
it
relates
to
the
mentor
health
challenges.
So
I
just
want
to
thank
you
for
leading
the
charge
with
that
in
our
community,
and
thanks
no
suffering
and
I'm
also
want
to.
You
know,
commend
our
school
district
in
being
culturally
responsive
to
our
students
meeting
our
students,
where
they
are,
whether
it
is
our
whether
our
students
want
to
speak
Spanish
in
their
therapy
sessions.
D
We
can
do
it
because
we
have
the
capacity
we
have
the
bench
forward,
whether
it's
bracing
technology
and
making
sure
that
we're
able
to
meet
the
needs
of
our
students
outside
of
school
setting
or
in
school
setting
we're
able
to
Pivot,
but
that
took
Mantra
that
they
took
adaptive.
Change
that
took
adaptive
thinking
not
individually.
I
have
an
amazing
team.
Brenda
is
an
amazing
colleague.
Ella
coconides
is
an
amazing
colleague
oversee
our
school
counselors.
So
we
are
in
my
department.
D
We
are
tier
one
to
tier
three
from
Universal
to
high
intensity,
individual
needs
and
so
I'm,
so
grateful
for
a
team
I'm,
so
grateful
for
the
leadership
of
Dr
beta,
who
understands
and
and
and
and
and
and
and
put
budget
where,
where
needs
are
to
prioritize
social
workers
and
school
counselors
and
our
Telehealth
supports
for
our
students.
I'm.
Forgive
me.
B
B
Let's
get
down
to
maybe
the
nitty
and
gritty
and
back
end
of
it
like
how
do
you
help
these
children
repair
like
what
are
what
are
some
of
the
activities
that
you
engage
them
in
or
that
that
you
suggest
that
they
do
and
speak
to?
You
know
the
the
the
what
is
different
about
motivates
black
and
brown
children,
you
know
or
or
what
what
the
causes
are.
You
know,
I'm
speaking
to
I
forget
the
wording
you
use.
C
I
mean
I
think
you
know
in
terms
of
you
know,
being
you
know
a
latinx
female
myself
and
you
know
really
looking
for
folks
that
are
a
reflection
of
you
right
and
that
understand
where
you
come
from
and
your
lived
experience,
I
think
that
is
something
that
really
you
know
for
me.
I
was
I,
was
here
in
Chelsea
in
2002
and
worked
at
Roca
and
at
the
collaborative
as
well,
but
coming
back
here
that
was
critical
for
me,
because
I
recognized
the
the
efforts
that
the
district
was
making.
C
We
just
don't
say
that
we're
doing
mental
health
work
or
that
we
recognize
we
actually
there's
action,
steps
right
and
these
Community
Partnerships
that
you
know
Dr
Jennings,
you
know
had
had
discussed
and
praised.
That
is
something
that
is
very
unique,
I've
been
in
other
districts,
and
this
is
a
district
that
by
far
when
they
say
they
care
about
their
students
and
their
Community,
they
really
care
about
their
students
and
their
Community.
C
You
know
we're
doing
great
things
with
other
new
Community
Partners.
We
have
Telehealth
providers
now
that
is,
you
know
that
we
are,
that
we
are
funding
and-
and
that's
been
huge
Studies
have
shown
whether
you
know
you're
doing
Telehealth
or
not.
It's
still
an
effective
form
of
treatment,
so
really
taking
that
approach
so
that
our
families
have
access,
especially
for
our
families
who
have
mass
health.
You
know
limited,
they
don't
have
access
to
these
services
and
supports
being
able
to
to
coordinate
efforts.
I
also
work
with
our
young
parenting
coordinator.
C
You
know
at
the
high
school
level
being
able
to
provide
so
for
me,
I
think
districts
have
always
been,
and
I've
been
in
education
for
quite
some
time
since
2006,
so
being
able
to
we're
always
very
reactive
in
the
work
that
we
do
and
I
think
that's
something
that
Dr
Jennings
and
I
and
with
Alan
coconides
we've
been
really
working
closely
as
a
team
to
talk
about
preventative.
How
do
we
you
know
at
starting
at
pre-k?
Do
we
give
our
kids
and
our
students
the
skill
sets
that
they
need?
D
C
We
want
to
be
able
to
prep
them
yeah
and
support
them
so
that
they
can
manage.
We
know
there's
going
to
be
difficulties
in
the
world.
This
is
now
but
there's
other
things
that
are
going
to
come
locally
and
globally,
that
are
going
to
impact
our
students
and
we
want
them
to
be
able
to
navigate
but
also
to
utilize
strategies
so
that
they
can
improve
their
mental
health.
So.
C
And
it's
a
culture
shift
yeah.
You
know
you
want
to
make
sure
that
you
know
the
leadership
right.
Leadership
needs
to
be
on
board.
Teachers
need
to
be
on
board.
Families
need
to
be
on
board.
It
is
you
know,
Community
Partners.
It
really
is.
You
know
we're
all
valuable
stakeholders
when
it
comes
to
doing
this
work,
I'm
a
firm
believer.
It
takes
a
village
to
raise
a
child.
A
C
I,
stick
by
that
and
it
takes
everyone
to
help,
support
and
I.
Think
that's
something
that
I
feel
Chelsea
is
doing
very
well
is
to
ensure
that
and
and
we're
thoughtful
with
the
process.
We
recognize
it's
going
to
take
folks
time,
but
we're
we're
taking
that
time
to
really
educate
ourselves
to
learn
from
each
other
from
our
Community
Partners,
but
also
to
reimagine
and
really
assess
the
need
right.
C
D
Part
of
that
is
kind
of
reflect
the
feedback,
we're
all
asking
our
students.
So
how
was
this?
How
was
this
service?
What
did
you
like,
whether
you
didn't
like?
How
can
we
modify?
How
can
we
adjust
Brenda
and
her
social
workers
in
Ellen
and
her
school
counselors
have
an
open
door
policy?
You
know
students
will
come
in
and
talk
and
and
share
kind
of
this
feedback,
which
is
necessary
and
important
in
this
critical
need
of
meeting
the
needs
of
our
students,
particularly
mental
health
needs,
is
so
important.
B
So
what
two
questions,
and
then
you
can
take
it
off
from
there.
What
are
the
you're
starting
at
pre-k,
what
are
the
character
traits
or
that
you
that
you're
trying
to
infuse
in
these
young
children
that
they
bring
It
Forward
like
what?
What
specifically
and
how?
How
are
you
engaging
families,
because,
if
you're
helping
children
with
these
things
and
they
go
home
and
that
can
be
offset
if
the
family
isn't
involved
in
it?
Is
this
correct,
I.
D
Assume
so
let
me
take
I
want
to
take
the
back
end
and
bring
you
can
take
the
front
end,
and
so,
as
it
relates
to
our
families,
Brenda
said
this
has
to
be
community
community
Village.
And
so
what
does
that?
Look
like
our
school
district?
We
partner
with
our
families
Dr
tomorrow,
black
Canty,
she
oversees
our
family,
Liaisons,
and
so
every
school
has
family
liaison
some
schools
multiple
being
on,
depending
on
the
size
and
our
family.
D
So
last
week
we
partnered
with
one
of
our
Telehealth
providers
to
have
a
virtual
online
session
on
families
and
mental
health
on
how
families,
parents
and
Guardians
can
look
identify
and
even
sometimes
even
address
the
needs
of
our
students.
That
was
virtual.
We
had
over
50
registrants
to
to
to
sign
up
to
lean
into
this
virtual
session.
I
mean
those
are
the
things
that
kind
of
a
paradigm
shifting
a
pivot,
that
a
school
district
will
have
an
outside
provider
to
have
a
zoom
session
for
parents
on
Mental
Health.
D
You
all
have
no
Suffolk
has
one
coming
up
with
an
amazing
author
and
and
clinician
we're
excited
about
that
partnering
with
you
all
to
share
that
information,
our
family
Liaisons
pass
it
out.
Our
social
work
is
passing
out
our
school
counselors
pass
that
out.
I
mean
like
this
is
this
is
the
work
together
that
we
must
do
with
our
families,
and
so
it's
so
vital
yeah.
C
And
then
you
had
specifically
in
regards
to
pre-k
and
what
that
would
look
like
in
regards
to
what
skill
sets
you
know
we
we
want
our
students
to
to
self-advocate
and
and
be
able
right
at
that
level.
You
talk
about
you
know
what
does
it
mean
to
be
a
good
friend?
How
do
you
raise
your
hand
to
ask
a
question?
C
A
D
C
You
know
so,
if
we're,
if
we're
looking
at
at
a
math
lesson,
you
know
it's
as
simple
as
a
teacher
asking
you
know:
they're
they're,
going
over
problem
solving,
you
know:
how
does
this
problem
make
you
feel,
do
you
feel
anxious?
Do
you
feel
nervous?
Do
you
feel
uncertain?
You
know
being
able
to
really
try
to
embed
that
that
con?
C
C
Where
are
you
at
today,
and
that
gives
teachers
the
ability
to
really
know
and
to
feel
the
classroom
and
say:
okay,
I
can
move
forward
with
this
or
do
I
need
to
take
a
step
back
and
just
give
the
students
a
moment
to
reflect
and
I
think
those
are
things
you
know
we,
you
have
a
pretty
large
team.
We
have
an
SEL
lead
for
all
schools.
We
have
administrators
that
participate
as
well.
C
We
meet
monthly
to
do
this
work
and
and
we're
excited
to
have
future
Partnerships
with
with
other
SEL
programs
such
as
the
urban
assembly.
That's
out
of
New
York
that
they're
like
the
SEL
gurus,
and
do
really
great
work
so
really
just
trying
to
do
restorative
work
and
repairing
work.
You
know
teachers
can
have
guided
discussions.
They
can
do
those
Circle
conversations
with
right.
Those
are
tier,
one
related
supports,
so
being
able
to
really
ensure
that
our
teachers
have
the
resources
and
the
skills
and
our
support
team
to
help
navigate
those
conversations.
A
A
D
I,
you
know,
and
it's
it's
it's
valued
I
mean
my
partners,
my
colleagues
across
the
Commonwealth
I'm
I'm
now
seeing
a
trending
topic
is
many
of
them
are
now
bringing
sel's
under
their
auspices
as
Equity
officers
and
so
I'm
grateful
that
you
know
we.
You
know
this
is
going
on
our
second
year,
and
so
we,
you
know,
we've
already.
You
know
across
the
Finish
Line
with
that
and
and
it's
it's
together.
It
won't
separate.
I
mean
this
is
likely
I.
C
C
You
have
to
marry
the
two
if
kids
don't
feel
engaged
if
they
don't
feel
good
if
they're
depressed
and
anxious
they're
not
going
to
do
well
in
the
classroom
environment
so
being
able
to
embed
those
skill
sets
and
supports
within
the
classroom
during
instructional
time
is
also
very
critical
for
that
sense
of
belonging,
and
those
are
things
that
we
we
do
have
to
marry
the
two
and
find
a
way
to
marry
the
two
so
that
it
is
effective.
Doing
it
in
silos
is
just
not
the
answer
so.
D
D
Absolutely
so
Brendan
mentioned
that
she's
leading
our
district
SEO
team,
where
she
didn't
mention
that
her
colleague,
her
co-colleague
or
her
co-conspirator
met
Masina
is
one
of
our
district
leaders
for
instruction.
You
know,
he's
an
instructional
coach,
and
so
they
work
in
in
Partnership
to
lead
this
SEL
initiative,
this
SEL
Focus
for
our
schools,
and
so
yes,
she
as
social
worker,
bringing
the
social
worker
side
and
then
Matt,
is
bringing
in
the
instructions.
B
B
C
C
A
C
We
firmly
believe
if
we
don't
know
our
students,
if
we
don't
know
their
needs,
doesn't
matter
what
we
put
in
front
of
them.
They're
not
going
to
be
able
to
retain
any
information,
because
guess
what
they're
struggling
on
whether
or
not
they
might
have
food
on
the
table
when
they
go
home
for
dinner
tonight
right.
So
those
that's
the
reality
of
where
we're
at
or
you
know
so
being
able
to
provide
those
supports
and
doing
you
know
in
recognizing
it
it's
going
to
take
a
long
time.
C
It's
hard
work
you
know,
Equity
is
is
work
that
we
have
to
do
every
day
all
day.
You
know
for
me
until
you
know
the
rest
of
my
time
in
education.
It
just
doesn't
stop
here
and
we
recognize
that
it's
a
long
road
ahead,
but
we're
willing
to
put
in
the
work
with
Partners,
like
you
know,
Ellen
Matt,
Messina
who's
been
in
a
great
an
amazing
team
member
with
the
SEL
work,
but
being
able
to
really
make
sure
that
we
are
all
on
the
same
page
and
I.
B
D
D
D
Question
you
cannot
and
so
I
I
look
at
SEL
as
as,
and
this
work
that
I'm
doing
as
Equity
officer
as
honoring
the
humanity
of
our
students
and
families.
And
so
when
you
see
recognize
honor
the
humanity
you
have
to
matter,
you
have
to
Pivot.
You
have
to
do
something
because
you
may,
you
will
see
a
need.
You
will
see
where
there
need
to
be
strengthened
or
where
intervention
Improvement
has
to
take
place
in
partnership
with
them.
D
A
A
C
D
Brent
I
want
to
thank
you
for
mentioning
bringing
the
students
I
I,
want
to
just
take
a
quick
pivot
and
say
that
we
have
amazing
students.
I
want
I,
say
I
pause
that
we
have
some
of
the
best
students
in
the
Commonwealth
of
Massachusetts.
Our
students
are
resilient,
they're,
brilliant
they're,
caring,
they're,
compassionate
and
I.
D
Consider
it
an
honor
every
day
to
come
here
and
serve
our
students
every
day,
not
a
day
doesn't
go
by
where
I
am
and
all
with
the
Brilliance
of
our
students,
whether
it's
at
the
middle
schools
or
the
high
schools
or
the
the
Early
Learning
Center
or
our
complex.
The
elementary
schools
I
mean
it's
just
so
amazing
the
passion,
the
commitment
and
our
students
desire
to
make
change
and
be
change
and
see
the
change
not
only
in
their
Community
but
globally
as
well.