Amy Temple, a licensed clinical social worker employed by North Spencer County School Corporation, told the school board at its regular meeting that she saw students from pre‑K through 12th grade across the district and provided one‑on‑one counseling, brief interventions, group sessions and staff support.
"I had 1,824 meaningful interactions during the 2024–25 academic year," Temple said, adding she carried an average caseload of about 54 students at a time and provided 71 summer contacts when her contract allowed work beyond the school year.
Temple said most elementary students she sees are classified as tier 3—students who need intensive, individualized programs to address academic, behavioral or social‑emotional needs—and that referrals come from social workers, counselors, principals, teachers and, for older students, self‑referrals. She described sessions held at schools and, when necessary, at community locations or by phone or video.
Katie Strange, a part‑time licensed clinical social worker who works at the high school on Tuesdays and Thursdays, said she maintains a caseload of roughly 23 students and also provides an open‑door service for urgent needs.
"Sometimes it's very therapeutic, therapy based, challenging thoughts, challenging their behaviors," Strange said, describing supports for depression, panic attacks, self‑harm concerns, bullying and academic and athletic anxiety.
Strange and Temple both said they coordinate with guidance counselors, school staff and families. Strange noted office renovations have created calmer spaces for students awaiting appointments and for brief interventions.
The two social workers also introduced student members of the high school's Natural Helpers program, which trains students to identify peers in distress and steer them to staff supports. Students said the program uses anonymous surveys and monthly meetings to surface common issues—such as academic stress and anxiety—and that retreats and training help Natural Helpers learn how to respond appropriately and preserve their own wellbeing.
No formal board action was taken on the presentation. Board members asked clarifying questions about staffing at individual schools and how the social workers coordinate with guidance counselors; Temple and Strange answered that staffing varies by school and that they aim to relieve some counseling demands from guidance staff so counselors can focus on course planning and graduation tracking.
The presentation is intended to inform the board about in‑school mental‑health services, caseload pressure and student peer support; the social workers did not request new funding at the meeting.