Syosset schools outline tiered plan to boost student belonging, mental-health supports

Syosset Central School District officials told the Board of Education on Tuesday that they are expanding social-emotional and mental-health supports across the district, combining schoolwide culture work with targeted small-group interventions and outside partnerships to reach students who struggle to connect. "When students feel valued, connected and included, it gives them a higher opportunity to build those healthy relationships," Assistant Superintendent for Pupil Personnel Services Erin Goldthwaite said.

District leaders said the work rests on a tiered MTSS (multi-tiered system of supports) model: tier 1 is schoolwide culture-building and broad programming; tier 2 is short-term targeted small groups and lunchtime workshops or structured activities; and tier 3 is individualized interventions, including counseling and referral to community partners. "We start with pride," said Mr. Steinberg, describing a common language and identity the district uses to help students feel seen and heard.

Why it matters: School officials said fostering belonging improves students' social-emotional skills and academic outcomes and helps adolescents at critical developmental stages. Board members asked how the district will reach students who still feel isolated despite many extracurricular options.

What district staff described: At the tier 1 level, the district said it offers more than 200 clubs across its middle and high schools, over 60 middle‑school course options and more than 300 at the high school level to give students choice and chances to form peer relationships. Staff highlighted expanded chorus repertoire and extracurricular achievements as examples of active programming.

For students needing more support, district staff described tier 2 strategies including structured lunchtime workshops, small-group skill-building sessions (six‑ to eight‑week blocks), friendship groups, peer‑mentor and buddy programs, and new-entry groups for students who move into the district. Goldthwaite said administrators are identifying available classroom and cafeteria spaces on a period-by-period basis to host those offerings.

Tier 3 supports include one-on-one work with social workers, school psychologists and guidance counselors. Goldthwaite said the district has increased its mental-health capacity in recent years, adding psychologists, social workers and guidance staff to provide more proactive screening, crisis interventions and small-group supports.

Partnerships and training: Officials said the district has an ongoing partnership with Northwell Health to provide training and to help connect families with outside care when needed. Staff said professional development for faculty now includes training on identifying and supporting neurodivergent students and on embedding MTSS strategies across daily interactions.

Board and community questions: Board members and parents asked how students and families will learn which lunchtime or after‑school options are available. Staff said building principals and guidance counselors will promote opportunities and that at the high school advisory periods are already used to share such information. Student government representatives said they are organizing board games and peer-led activities during lunch and are working with administrators on storage and management of materials.

Next steps: Superintendent Rogers and his leadership team said they will continue to meet with building principals to identify specific rooms, staffing needs and any immediate requests for class‑size or behavior supports. District officials said targeted tutors or additional staff can be deployed where principals identify clear need.