Abstract
School-based mental health programs are known for positive improvements in students’ social, emotional, and academic wellbeing. The aim of this project is to assess the needs of Roseville Joint Union High School District’s (RJUHSD) Wellness Center program with special attention of the needs of minority students. In this descriptive study, both qualitative and quantitative data was collected using an Anonymous Counselor Survey (ACS), key informant interviews with students, and de-identifiable Behavior and Emotional Rating Scale—2 (BERS-2). Significant findings included a positive correlation between individual counseling services and students’ interpersonal strength, family involvement, intrapersonal strength, and affective strength. Although we found a positive association between counseling services and academic performance, this correlation was not found to be significant. The project explored possible explanations for the lack of significant change in the academic domain. The project also found a slight mismatch between counselors’ and students’ perspectives of stigma and providing culturally affirming services to minority students. Overall counselors on average disagreed on questions involving programmatic challenges (challenges domain mean=2.2717), whereas key informants discussed challenges including stigma, accessibility, discipline, and privacy. Program recommendations emerging from this project included: a physical separation between mental health and disciplinary actions, more transparency around confidentiality, more diverse staff, and more outreach, i.e. classroom presentations and culturally affirming and accessible events. Several of these recommendations could help the Wellness Center program in adopting a more preventative approach to supporting students and promoting a positive school environment.