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CPS presents comprehensive mental-health policy and selects four SEL programs for month-long pilots
Summary
The Policy & Equity Committee reviewed a draft mental-health and wellness policy that expands definitions of scope and confidentiality, adds employee support and a critical-incident plan, and begins pilot testing of four evidence-based social-emotional-learning programs across multiple schools and grade levels.
Cincinnati Public Schools staff presented a draft mental-health and wellness policy and described a districtwide pilot of four social-emotional learning (SEL) programs during the Policy & Equity Committee meeting on April 25. The draft expands role definitions for counselors and related staff, clarifies confidentiality practices, and adds employee assistance and critical-incident response language.
Why it matters: District leaders said the policy is intended to strengthen tiered mental-health supports and embed SEL as part of instruction. Staff said the policy aims to improve academic and behavioral outcomes by formalizing counseling roles, confidentiality rules and incident response procedures.
Policy highlights and pilot details
- Staff said the draft clarifies role and scope for counselors, psychologists, social workers and other student-support professionals, and it emphasizes collaborative parent engagement and appropriate release-of-information procedures.
- The policy adds (a) explicit guidance on confidentiality and applicable exceptions, (b) language expanding employee assistance benefits, and (c) a section on identifying and responding to critical incidents.
- For SEL, the district convened a cross-disciplinary committee that reviewed more than 20 programs using an implementation-quality rubric. The committee selected four digital curricula for month-long pilot tests: Character Strong, Second Step, Character Effect and Wayfinder. More than 60 teachers and student-support staff across pre-K through high school are piloting the programs; staff collect weekly feedback and plan a community SEL fair. Final recommendations are expected in May, with districtwide implementation decisions to follow based on evidence and capacity.
Implementation questions raised
Board members emphasized teacher training and implementation capacity as key determinants of success. Staff said rollout plans will be differentiated by school readiness: some schools may receive intensive professional development while others will be supported with a slower, scaffolded approach. Staff also noted they are exploring grant and foundation funding to support training and materials.
Next steps and disposition
The policy is scheduled to be posted on the May 5 business agenda for committee feedback and brought back for possible adoption at the May 19 board meeting. Staff said they will share pilot locations and interim feedback with board members before the May recommendation.
Ending
Committee members praised the comprehensive approach and asked staff to return with pilot results and an implementation plan that addresses professional development and scheduling for teachers.
