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Teacher panel tells Senate Education Committee students need accessible work‑based learning, mental‑health services and targeted supports
Summary
Teachers at a December 8 Senate Education Committee panel said work‑based learning and project‑based programs boost engagement but remain unevenly accessible because of transportation and regulatory barriers; they described rising post‑COVID absenteeism, big counselor caseloads and reliance on school‑contracted mental‑health services.
A panel of teachers told the Senate Education Committee during a December 8 school visit that layered supports — from embedded advisory programs to contracted mental‑health services — are essential to keep students engaged and in school.
Teachers and school counselors described programs that make extracurricular learning part of the school day so more students can participate and said hands‑on programs and personalized learning frequently re‑engage students who struggle in traditional classes. "We have a RISE class that we're gonna offer this year that's, you know, let's say we're gonna do a woodworking class," Snelling House Director Amy Wardwell said, arguing the work is "a labor intensive process" but one that yields high returns in student engagement.
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