How do you capture the focus of a classroom of children who come to school with behavioral, emotional and mental health problems? This is a very real challenge being faced in classrooms across the country today. Often, early intervention can address these issues before they escalate to dangerous levels. For this reason, BCHFS has operated our school-based intervention program for the last 9 years. Services are currently being provided in the six local school districts: Cleveland Metropolitan, East Cleveland, Parma, Garfield, Lakewood, and Fairview Park.

The School Services Program provides Master’s level licensed social workers and counselors directly to the schools to aide children, families, and teachers with increasing academic performance. Jane Wood, BCHFS Assistant Director of School Services, says “We recognize that children may struggle with social/emotional issues creating barriers that prevent them from learning. Our goal is to address these barriers so children go to class ready to focus on learning.” These services are provided at no cost to the school or families.

Therapists meet with the children in their school to address the concerns of their teachers, and also meet regularly with parents. If indicated, services may be provided in the home for the family as well. “Our  philosophy is that we aren’t just sitting in an office,” says Wood. “We look beyond the child to identify the real reasons they are struggling. Often times, it has very little to do with intelligence, and much more to do with  social/emotional issues, and other circumstances beyond their control.”

One such case was a first grader with an explosive temper. He’d been expelled from three schools previously and eventually landed in an East Cleveland classroom where his troubling routine began again. Our School Services therapist began meeting with him 1-3 times each week and working on his self-esteem. He learned to utilize artwork to de-escalate his anger. The therapist also role-played stressful situations, such as name-calling from a peer with the student, and taught him, how to keep his anger in check and ignore inappropriate peers. He learned that ultimately, he had control over his behavior. He progressed quickly, and within a few months he was on the honor roll. His family and teachers hardly recognized him from the boy he once was.