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Northville launches "Mentally Strong Mustangs" program with state grant to expand after‑hours clinical support
Summary
Northville Public Schools leaders detailed a new program funded by a state 31n6 grant to add licensed clinical supports, peer mentoring and team‑focused services for high school extracurricular participants; the grant must be spent by Sept. 30, 2027.
Superintendent RJ Weber announced a new initiative, Mentally Strong Mustangs, to expand clinical mental‑health services for students involved in after‑school activities using a state 31n6 grant that must be spent by Sept. 30, 2027.
The grant, Weber said, is “specifically for mental health services” and requires the district to contract with licensed clinicians — for example, licensed professional counselors, licensed school social workers, or licensed psychologists — rather than use it for traditional school counseling staff. Janine Wazell, introduced to the board as the program’s lead, described planned services including presentations for students, families and coaches, a mentorship program linked to existing peer supports, and on‑demand team consultations for groups facing high‑stress events or conflicts.
“We want a layer of support that extends out of the school day,” Wazell said, listing risk‑assessment tracking, follow‑up surveys and student feedback forms as parts of the project’s evaluation plan. She said the work will emphasize training student peers in active listening and recognition of distress while ensuring clear adult‑referral pathways for urgent cases.
Board members and staff emphasized that the grant funds clinical contractors rather than new district FTEs. A board member asked whether the district planned a contract model; administrators confirmed they intend to use contracts funded by 31n6 rather than add permanent positions so the program can scale or end without increasing long‑term payroll obligations.
Weber and staff described assessment and reporting plans that will combine Panorama SEL data, counts of risk and threat assessments, and post‑presentation feedback surveys to monitor trends and program impact. Janine Wazell and staff will communicate with high‑school families and coaches as the program rolls out; a communication to families was scheduled the day after the board meeting.
No formal board vote was required at the meeting. Staff asked the board for feedback and for continued support as they finalize contracts and the timeline for services through the grant deadline in 2027.
Program leaders said the effort was informed by local partners and by a desire to bring services that some districts provide at the college level into K‑12 settings. The district highlighted the program as a way to support both high‑achieving participants under intense performance pressure and students in less visible roles who might not otherwise receive targeted attention.
Officials said that, if a trained peer identifies a student at imminent risk (for example, suicidal intent), protocol requires immediate adult intervention and referral to the guidance office or emergency services; peers are trained to connect students to adults and resources rather than to provide clinical care themselves.
The district will share evaluation findings with the board as the program proceeds and expects to refine services based on coach and student feedback gathered during initial presentations and consultations.
