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Student advisory urges peer-to-peer mental-health mentoring pilot in MVLA
Summary
Student advisory members proposed a district-run peer mentor program to offer low‑risk, 1:1 mental-health support, recommending a club-first pilot, teacher/clinician oversight, signed confidentiality agreements and use of the district referral form to route higher‑risk students to professionals.
Students at the May 20 study session proposed a peer‑to‑peer mental‑health mentoring program they said would give struggling students a lower‑barrier way to talk about stress and emotional challenges. Jasmine Cruz (Mountain View High School) and classmates recommended starting the initiative as a school‑day club and, after evaluation, possibly converting it into an elective or CTE course.
The students said the program would train upperclassmen as student mediators, pair mentors with mentees for 1:1 support, and include a teacher or clinician adviser to supervise training and interventions. "We definitely do not want this to be a substitute for professional therapy," one presenter said, recommending use of the district student mental health referral form to identify lower‑risk students appropriate for peer support and to route higher‑risk cases to counselors or clinicians.
Trustees pressed the group on confidentiality, duty to report and scope. A trustee asked whether mentors would sign agreements; students said applicants and accepted mentors would sign a contract and receive training that emphasizes confidentiality, boundary setting and how to escalate serious concerns. The students pointed to Project Safety Net and similar training programs they have reviewed as models for first‑aid‑style mental health response, and suggested that parents sign consent forms for mentees.
Board members recommended a pilot approach. One trustee noted "that's what we generally do in education" and encouraged beginning as a club during school hours to maximize participation and then assessing whether the curriculum and safeguards support offering it as a CTE elective in one to two years. Trustees also highlighted the need for clear reporting protocols so mentors are not asked to handle suicidal ideation or crises.
The board did not take a formal vote on the proposal during the session. Next steps discussed included staff review of training vendors, clarification of referral and reporting procedures, and a limited pilot to test demand and effects before considering curriculum approval.
