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Aspire Relationship Center urges reinstatement of risk‑avoidance curriculum; presents local student mental‑health data
Summary
Katie Evans of Aspire Relationship Center presented the nonprofit’s relationship education program and asked the board to consider reinstating a risk‑avoidance curriculum in district offerings. Evans cited local survey data showing 37.6% of middle and high school students reported prolonged feelings of sadness or hopelessness in 2020 and 2022.
Katie Evans, program director at Aspire Relationship Center, presented the nonprofit’s relationship‑education programming and asked the Citrus County School Board to consider reinstating a district‑level “risk avoidance” curriculum that the presenter said had previously been offered in schools.
Evans described Aspire’s classroom and family programs and said the organization uses data‑driven, brain‑based methods. She cited results from district survey cycles and told the board that, in the 2020 and 2022 survey data she reviewed, “37.6 percent of Citrus County middle and high students surveyed reported feeling sad or hopeless for more than two weeks in a row.” She said that statistic indicates a need to prioritize relationship education and supports in schools.
Evans led a short classroom engagement exercise during the presentation to demonstrate the kinds of activities used in Aspire’s instruction and described adult workshops, parent engagement and a curriculum sourced from the Center for Relationship Education (Real Essentials Advance). She asked the board to consider restoring the “risk avoidance” component in health‑class offerings; the transcript reflects that she framed the request as a reconsideration and asked for the board’s support in reviewing that option.
Why it matters Aspire’s work targets student social‑emotional learning and mental health supports that school staff have identified as complementary to classroom instruction and counseling. The request to reinstate the risk‑avoidance curriculum was presented as an appeal for the board to weigh whether the district should expand or restore that specific instructional component.
Next steps Evans’ request was recorded in the presentation portion of the meeting; board members and staff did not vote during the presentation. The transcript shows staff and board members received the materials; any formal curriculum changes would require follow‑up through the district’s instructional review process.
