Recent data provides a frightening glimpse into young people’s mental health. Nationwide, 44% of high school students reported feeling persistently sad or hopeless and 29% said they seriously considered attempting suicide. Data shows a rise of mental health issues among younger children as well. 

This was a problem even before the COVID-19 pandemic, and such isolating, pandemic-induced issues as the constant use of digital and social media as well as many families’ economic struggles only made things worse. School officials say they see a connection between these mental health stressors and increases in at-risk behaviors such as panic attacks, harassment, intimidation and bullying — as well as the need for more suicide intervention. 

In New Jersey, several state-based philanthropic organizations responded to the crisis by developing the Healing Centered Engagement Project for New Jersey Schools, with crucial assistance from the Foundation for Educational Administration, the professional learning division of the New Jersey Principals and Supervisors Association. 

The project provides training and coaching for every adult who touches the life of a student: bus drivers, custodians, teachers, school staff members, PTA volunteers and others. Since 2020, more than 4,000 staff in 80 schools received training — and an impressive 90% of participants called the training valuable. 

In jeopardy 

But the future of this much-needed healing-centered school initiative is in jeopardy. The Burke Foundation, NJ Pandemic Relief Fund led by New Jersey first lady Tammy Murphy, Princeton Area Community Foundation, Geraldine Dodge Foundation, NJ Health Initiatives and the professional learning division of the New Jersey Principals and Supervisors Association put together $1 million to accomplish what the Healing Centered Engagement Project has done so far. 

Now the healing project needs funding to continue and to train staff at more of New Jersey’s 600-plus school districts. We’re calling on schools, philanthropies, elected officials and community members to help us keep this work going. The value is immense. 

We do not expect the school staff who receive the training to provide therapy to students or to replace mental health professionals. But these caring adults, who may be with children for several hours every day, can be the front line of efforts to decrease stress and increase positive relationships and experiences in students’ lives. 

Training helps people who work with children to recognize signs of serious mental health issues and when and where to connect a child for professional evaluation. Equally important, they learn to better understand what causes childhood adversity and how to recognize its effects on students. For instance, it outlines what might be the reasons behind a child refusing to answer a question, skipping class or simply withdrawing from contact. Adults learn to see that students are not acting out to spite them, but perhaps something else is at play. In these evidence-based approaches, the adults learn the process: regulate, relate, reason — and to celebrate the positives of students and not just see them for their negative behavior or the trauma they have experienced. 

Value of positive experiences 

The program also establishes community connections, resources and referrals to help students and families inside and outside the classroom. That could mean supporting food banks or coming together to raise rent money for a family facing eviction. After the random fatal shooting last year of a 9-year-old girl in Trenton, the Healing Centered Engagement Project worked with school officials to create positive experiences for students to let them know they are valued and safe. One example: On what would have been the child’s birthday, students honored her memory by skating at the rink she loved. Nothing could erase the tragedy, but having the community come together to support students may ease the pain. 

Too many young people today face distress. The Centers for Disease Control and Prevention found that during the pandemic, more than half of high school students reported being the target of emotional abuse by a parent or adult in their home such as swearing, insulting or being put down. Just over 10% reported physical abuse, and more than 25% reported that a parent or other adult in the home lost a job. 

These adverse childhood events, known as ACEs, can hinder a child’s lifelong health and ability to learn. ACEs also include witnessing violence in the home or community, parental neglect, addiction in the family or some other traumatic experience. 

Data shows that positive childhood experiences, such as having affirming relationships with trusted adults, can mitigate the effects of childhood adversity. Healing Centered Engagement, while not minimizing the effects of trauma in children’s lives, focuses on how communities can work together to advance healing. The project is making a difference. But there is more work ahead.