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District wellness centers report heavy use; staff say student mood scores improved after breaks
Summary
Western Placer Unified School District staff and partners reported that three school-based wellness centers have logged thousands of student visits this year and that a pilot pre/post break survey showed average mood scores rising from 2.7 to 3.7 after wellness breaks.
Western Placer Unified School District staff and partners presented an update on three school-based wellness centers and told the board the sites are busy and showing measurable short-term improvements in student self-reported mood.
Ali Murphy, director of mental health at the Placer County Office of Education, and Gina Karabinas, coordinator of the wellness centers, described a program built under a 2022 state grant partnership with the county office of education. Murphy said the county hired wellness staff and that the district’s partnership has been strong: "I've been blown away by the partnership we have with Western Placer," she said.
The presentation covered structure, staffing and usage. Staff reported the centers operate on a multi-tiered model offering universal (tier 1) activities, targeted (tier 2) group or check-in services, and intensive (tier 3) individual therapy. Reported figures for August–March included 55 tier 2/3 referrals at Glenn Edwards, 61 at Lincoln and 62 at 12 Bridges. Staff said Glen Edwards logged almost 11,000 sign-ins this year, most for tier 1 lunchtime activities; Lincoln recorded about 1,300 sign-ins and 12 Bridges about 800.
Program staff described a small pilot pre/post survey of students taking 15-minute wellness breaks at Lincoln High School. The district reported an average mood score increase from 2.7 before a break to 3.7 after — a 47% improvement by the measure used. Gina Karabinas said the goal of breaks is not only respite but teaching a skill students can use back in class.
Students spoke directly to the board. Thomas Checkerly, a student at GEMS, said the center helped him "learn to control my emotions better" and that the skills "helped me focus on my assignments and not other students." Another student, Lina, told trustees: "The wellness center is more than a safe space ... it's a place that people go to when their home life isn't doing well." The board and staff discussed whether the program can be tied to academic outcomes; staff said measuring academic impact is complex and is a development priority.
Superintendent and administrators commended the centers and invited trustees to tour any site. Staff said they will bring additional outcome data when available.
