During a recent meeting of the Unified School District, trustee Dr. Sabrina Bo highlighted the positive impact of community school models on student resilience and problem-solving skills, particularly in her own child. She expressed gratitude for the initiatives led by community leaders like Mr. Hicks and emphasized the importance of mental health intervention programs in relation to student discipline, specifically suspension and expulsion rates.

Dr. Bo raised concerns about the long-term effects of suspending young children, referencing past legislative efforts aimed at reducing such disciplinary actions. She noted that isolation through suspension has not proven effective in changing behavior and advocated for restorative practices that allow students to learn from their mistakes rather than being defined by them.

In response, a fellow member acknowledged ongoing discussions around the efficacy of mental health programs and their correlation with disciplinary measures. They mentioned that the California Department of Education is examining data related to the increasing referrals of young children to non-public schools and treatment centers, indicating a broader effort to address mental health needs within the educational system.

Shilani Cruz Gonzales, representing Californians Together, also contributed to the discussion by underscoring the mental health challenges faced by immigrant and newcomer students. She called attention to the inadequacies of current school systems in supporting these vulnerable groups, reinforcing the need for targeted mental health resources and interventions.

The meeting underscored a collective commitment to improving mental health support in schools, particularly for at-risk populations, while addressing the implications of disciplinary practices on student development.