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Quincy Public Schools details role, funding and impact of high‑school adjustment counselors
Summary
District staff and two high‑school adjustment counselors described their work—individual counseling, crisis intervention, social‑emotional programming and collaboration with teachers—and said initial grant funding was continued by the district to retain positions.
Quincy Public Schools staff and high‑school adjustment counselors presented the role and impact of school adjustment counselors at the Teaching and Learning Subcommittee meeting.
Assistant administrators introduced Francesca Quintero (North Quincy High School) and Karen McPartland (Quincy High School). The presenters said the district initially hired school adjustment counselors through social‑emotional learning and mental‑health grants beginning in 2021; with subsequent support from the superintendent and school committee those positions have been funded by the district going forward.
Counselors described a mix of proactive and reactive duties: individual counseling, crisis intervention, social‑emotional learning (SEL) programming, small groups to develop executive‑functioning skills, reentry planning after hospitalization, restorative practices and collaboration with teachers and deans. They said their work includes direct service delivery for students with IEPs and Section 504 plans and that daily caseloads are fluid; one counselor estimated she works with roughly 50 students per year, while counselors together and with support staff can be involved regularly with approximately 150 students across the two high schools.
Presenters described on‑site partnerships and referral pathways that reduce waiting times for outside counseling: they named local partners in the transcript as Aspire, Walker, Quarry and Bassey Community Services, and said the district has been able to place mental‑health clinicians on site at both North Quincy and Quincy High. Counselors described weekly student support team (SST) meetings that include administrators, school psychologists, special‑education staff, nursing staff and deans; the SST process was presented as the primary referral route for students who need more frequent counseling or monitoring.
Committee members asked about licensure and staffing at the K‑8 level, how teachers and counselors coordinate, and whether students know how to access counselors. Presenters said licensure for counselor roles has changed over time, that elementary and middle schools have counselors and partner agencies present, and that teachers commonly make referrals via SST or by direct contact. Members asked whether current staffing provides sufficient capacity; counselors said staffing is flexible and supplemented by partner agencies but that additional resources would always help.
Committee members praised the program’s preventive and crisis supports and noted broader community benefit when students receive timely mental‑health help. Presenters said their goals include reducing stigma, improving school climate and supporting students’ academic success by addressing emotional and behavioral barriers to learning.
