The transition from childhood to adulthood is a critical period marked by significant cognitive, mental, emotional, and social changes. Although adolescence is a time of tremendous growth and potential, navigating new milestones in preparation for adult roles can be challenging. These transitions may lead to various mental health challenges, increasing the risk of suicide.
Each school has a designated contact for mental health referrals. Please reach out to the school directly for additional assistance.
Families in need of mental health services, social services, or support for homelessness can contact us for help.
School psychologists play a crucial role in helping children and youth succeed academically, socially, behaviorally, and emotionally. They collaborate with educators, parents, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community. A school psychologist is highly trained in both psychology and education, completing a minimum of a specialist-level graduate degree program. They provide counseling, instruction, and mentoring for students facing social, emotional, and behavioral challenges.
School psychologists promote student wellness and resilience by enhancing communication and social skills, problem-solving, anger management, self-regulation, self-determination, and optimism. Services provided may include:
Speech impairments are disorders that affect speech sounds, fluency, or voice, interfering with communication and adversely impacting performance or functioning in the educational environment. These disorders result in the need for exceptional student education.
Speech Sound Disorder: Characterized by atypical production of speech sounds, including substitutions, distortions, additions, or omissions that affect intelligibility. This disorder is not primarily caused by age, gender, culture, ethnicity, or limited English proficiency.
Phonological Disorder: An impairment in the system of phonemes and phoneme patterns within spoken language.
Articulation Disorder: Difficulty in articulating speech sounds that may stem from motoric or structural issues.
Fluency Disorder: Deviations in the continuity, smoothness, rhythm, or effort of spoken communication, potentially accompanied by excessive tension and secondary behaviors like struggle and avoidance.
Voice Disorder: Atypical production or absence of vocal quality, pitch, loudness, resonance, or duration of phonation not primarily caused by age, gender, culture, ethnicity, or limited English proficiency.
Language impairments interfere with communication and adversely affect performance or functioning in a student’s typical learning environment, necessitating exceptional student education. A language impairment is defined as a disorder affecting one or more basic learning processes involved in understanding or using spoken or written language. These include:
Language impairments may manifest as significant difficulties in listening comprehension, oral expression, social interaction, reading, writing, or spelling. These impairments are not primarily caused by age, gender, culture, ethnicity, or limited English proficiency.