Missed Opportunities:Recognizing School-Age Children's Mental Health Needs 

aretha f. marbley, Ian Lertora,Patrice Dunn,Susie Marquez,Rose Chumba &Charles Crews  

Schools play a vital role in the mental health system for children and adolescents (Hoover & Bostic, 2021; Tuttle, 2025). The mental health of school-age children is not only a significant public health concern but also a primary issue for public schools. According to Bitsko (2022), mental health concerns among school-age children encompass a range of mental, emotional, social, and behavioral functioning, existing along a continuum from good to poor mental health. Multiple government data sources indicate that around 10% to 20% of children and adolescents experience mental health problems that significantly impact their overall well-being (Bitsko, 2022; Maerlender, & Bray, 2024; Office of the Surgeon General, 2021; WHO, 2021).  

Currently, about one in five adolescents have a diagnosed mental health or behavioral health condition. Common issues include anxiety, stress, depression, and behavioral problems, which can manifest as attention deficits, cognitive disturbances, lack of motivation, and negative moods (Mennen et al., 2022). Other concerns stem from mental illness, such as substance abuse, safety related to suicide and homicide, child abuse, and bullying (Meherali et al., 2021). These mental health issues not only affect emotional and social development but also hinder academic achievement and personal growth. 

In 2022, the Biden-Harris Administration introduced the President’s Mental Health Strategy to address the ongoing national mental health crisis, highlighting the urgent need for effective solutions and support systems for individuals facing mental health challenges (Hertz & Barrios, 2021). Recent data from the National Survey of Children’s Health Data Briefs in 2024 (Sappenfield et al., 2023) reveals alarming statistics regarding youth mental health in the United States. Further, in 2023, over 5.3 million adolescents aged 12 to 17 were reported to have a current, diagnosed mental or behavioral health condition, translating to approximately 20.3% of this age group. Among these conditions, anxiety was the most prevalent, affecting 16.1% of adolescents, followed by depression at 8.4% and conduct problems at 6.3%.  

There are notable differences in the prevalence of these conditions between genders. A greater proportion of females were diagnosed with anxiety, with data showing 20.1% compared to 12.3% for males (Singla et al., 2021). Similarly, higher rates of depression were reported among female adolescents, with 10.9% affected compared to 6.0% of their male counterparts. Conversely, males were more likely to be diagnosed with behavior or conduct problems, with 8.2% affected compared to 4.3% of females. 

These data also indicate a troubling trend over recent years. Between 2016 and 2023, the prevalence of diagnosed mental or behavioral health conditions among adolescents rose by 35%, increasing from 15.0% to 20.3% (Zablotsky & Ng, 2023). Specifically, the incidence of diagnosed anxiety surged by 61%, from 10.0% to 16.1%. Meanwhile, depression diagnoses rose by 45%, from 5.8% to 8.4%. Interestingly, the prevalence of diagnosed behavior or conduct problems remained stable during this same period (Zhang et al., 2023).  These statistics underscore the growing mental health challenges faced by adolescents and highlight the urgent need for targeted interventions and resources to support the well-being of young people today. Promoting mental health awareness and providing support for these young individuals is crucial for fostering resilience and enhancing their overall quality of life. 

It remains unclear what specific factors associated with schools affect children’s mental development and which preventive measures and interventions within schools might be most effective (Levy & Lemberger-Truelove, 2021). The role of counseling in schools has become increasingly significant in light of rising mental health issues among school-age children, worsened by the COVID-19 pandemic and the escalation of safety on campuses (Karaman et al., 2021, Morse et al., 2021). Pincus et al. (2020), Minkos and Gelbar (2021), and Savitz-Romer, 2021 argue that school counselors should prioritize addressing students' social-emotional needs over purely academic outcomes. During the pandemic, many children faced heightened risks of trauma due to the isolation associated with remote learning (Pincus et al., 2020; Taylor et al., 2024). 

Despite ongoing efforts by school counselors to provide mental health support, the enormity of their responsibilities often hampers their effectiveness (Yıldız, et al., 2021). According to Mullen et al. (2021), school counselors frequently navigate a challenging landscape, balancing the academic, social/emotional, and career needs of their students (ASCA, 2014, 2021, 2025). Reaves et al. (2022) have found that school mental health team membership can significantly influence service provision, further emphasizing the need for creativity (Limone & Toto, 2021; Viswanath et al., 2015)) and systemic support within educational settings.  

Updated ASCA Model Fifth Edition 

The latest edition of the ASCA National Model (ASCA, 2025) marks a significant shift toward emphasizing the vital connection between the school counseling program and a multi-tiered system of supports (MTSS) framework. This fifth edition highlights the alignment of MTSS tiers with school counseling strategies and interventions, underscoring the essential role that school counselors play in fostering a holistic educational environment. 

Moreover, the fifth edition of the ASCA National Model reinforces the school counselor’s position as a leader, advocate, and collaborator with educational partners to facilitate systemic change. School counselors work in conjunction with the families and community partners to identify and dismantle systemic barriers that may arise from existing school policies, practices, and traditions—always with the school-age child at the core of their efforts.  

By effectively integrating the MTSS with the school counseling program, the ASCA National Model empowers counselors to more adeptly address the complex needs of every student. This alignment not only enables the recognition and support of diverse student needs but also ensures that all children are equipped to reach their highest potential. Consequently, embracing the ASCA Model as a framework within educational settings can help mitigate missed opportunities in understanding and responding to the unique challenges faced by school-age children. 

Harnessing Creativity for Mental Health Support in Education 

In the current educational climate, the mental health challenges faced by school-age children often remain obscure. The pressures of academic performance and complex social dynamics contribute to silent suffering related to crisis, trauma, stress, and anxiety (Karaman. (2021; Minkos & Gelbar, 2021; Mullen et al., 2021; Yıldız et al., 2021. bell hooks (1994) once stated, "To educate as the practice of freedom is a way of teaching that anyone can learn," highlighting the urgent need to weave mental health considerations into the fabric of our educational frameworks. The alarming rise in mental health crises among children, both in the United States and globally, threatens their well-being and academic performance, as underscored by recent epidemiological studies and media reports. 

In response to these pressing issues, school districts and Colleges of Education are calling for increased funding from political leaders to enhance mental health services in schools. In the meantime, qualified professionals are ready to address these challenges, though the demand for more resources and creative interventions remains critical. School counselors, armed with master’s degrees and specialized training, are skilled not only in addressing trauma and crises but also in identifying and meeting the academic, social, and emotional needs of students (Yıldız, et al., 2021). Unfortunately, their potential contributions are often overshadowed by administrative duties and high-stakes testing, which divert their focus from mental health support. 

Professional school counselors are among the most highly educated professionals in the education system. According to the Council for the Accreditation of Counseling and Related Educational Programs (CACREP), they undergo rigorous training, completing a 60-hour master's degree, which equips them to implement guidance programs, facilitate individual planning, and deliver essential mental health support. However, addressing the mental health needs of students is not solely the responsibility of counselors; it must also be a dynamic, school-wide initiative that prioritizes creativity as a fundamental aspect of mental health promotion (Fancourt, & Steptoe, 2019. 

The repercussions of neglecting mental health needs can be dire, leading to alarming issues such as suicidality, addiction, and school safety concerns. To foster an environment where students can learn, explore, and thrive, schools must prioritize crisis counseling and innovative approaches to meet diverse psychological and emotional needs. Creative activities, such as art therapy workshops, music, drama, dance, and mindfulness practices, play a pivotal role in enriching educational experience and promoting emotional growth (Morse et al., 2021; Niklasson, 2024; Payne & Costas, 2021).  

Art therapy workshops provide a valuable space for emotional expression, allowing students to communicate feelings they may struggle to verbalize. Storytelling circles encourage connection and understanding among peers, promoting social bonds that are crucial for emotional resilience. Music and drama not only help refine social skills but also bolster self-confidence and self-identity. Mindfulness practices, such as yoga, blend relaxation techniques with personal expression, equipping students with tools to manage anxiety more effectively. Collaborative projects ignite teamwork, innovation, and critical thinking, turning challenges into opportunities for problem-solving and personal development. 

By integrating creative strategies with traditional mental health supports, schools can transform setbacks into pathways for healing and growth. Such integration creates safer, more productive environments that promote both academic success and emotional well-being. Emphasizing creativity enables schools to engage students more deeply, fostering resilience and a sense of belonging that are essential for lifelong achievement. Ultimately, elevating the role of creativity in holistic mental health initiatives within educational settings is not just beneficial, it is vital for cultivating thriving, well-rounded students. 

ASCA Mindsets and Behaviors 

Over twenty-five years ago, the American School Counselor Association launched a significant initiative to reform school counseling, centered on the idea that changing mindsets can lead to changed behaviors (Adopted 2007). This initiative resulted in the development of standards, competencies, and a comprehensive model, along with two accompanying documents that focus on both counselors and students. The goal was to train school counselors to be proactive agents in removing emotional, physical, social, and economic barriers to student success.  

We believe that the ASCA model and its accompanying documents offer school counselors a comprehensive framework for providing safety and emotional instability (ASCA, 2014, 2021, 2025). Within the broader context of creating a positive school climate, the mission is to ensure safety for all students. Together, these documents equip both students and school counselors with the knowledge, skills, and attitudes necessary to take the lead in keeping students safe, while also enabling school counselors to effectively implement the ASCA model (ASCA, 2012).  

We believe that the ASCA’s model, standards, and competencies serve as an excellent starting point to demonstrate how ASCA-competent school counselors establish benchmarks for ensuring that students graduate and maintain good mental health. In this way, counselors can play a crucial role in addressing the impact of mental health on our schools, communities, and school-age children. The following scenarios in our journal entries as children and reflections as adult licensed professional counselors will illustrate how the ASCA model, the ASCA Counselor Competencies, and the standards and grade-level competencies outlined in ASCA Mindsets & Behaviors can be beneficial. 

In education and student support areas, the ASCA Mindsets & Behaviors are essential tools designed to enhance the learning experience. These standards are organized into domains that include a range of standards divided into categories, subcategories, and grade-level competencies. These frameworks aim to promote the knowledge, skills, and attitudes necessary for students' academic, career, and social/emotional development. At its core, The ASCA model aims to foster positive mindsets and behaviors that enhance the learning experience. 

Among the 35 identified standards in the ASCA Mindsets & Behaviors for Student Success, the emotional/social domain is particularly vital, especially in matters of student safety. This domain is crucial for school counselors who support children in crisis. In Category 1: Mindset Standards, five key standards encourage students to develop a holistic sense of self, balance mental, social/emotional, and physical well-being, and foster confidence and a sense of belonging in their school environment. 

Transitioning to Category 2: Behavior Standards, the framework highlights the importance of learning strategies, self-management skills, and social skills to address mental health and wellness. In the "Learning Strategies" subcategory, students hone critical-thinking skills for informed decision-making and set personal goals across various domains. They are also encouraged to engage in enrichment and extracurricular activities. Self-management skills emphasize self-discipline, responsibility, and the ability to balance immediate gratification with long-term rewards. Students learn effective coping mechanisms and personal safety skills to adapt to challenges and transitions. 

The Social Skills subcategory focuses on fostering positive relationships with peers and adults, addressing the importance of empathy, collaboration, and appropriate social behaviors. By implementing the ASCA Mindsets & Behaviors alongside the School Counselor Competencies, there is significant potential for improving mental wellness interventions for school-aged children. By collaborating with ASCA-competent school counselors, we aim to enrich the national dialogue on being prepared and delivering effective wellness interventions, ultimately creating environments where students can thrive academically and develop emotional resilience and social adeptness. 

We employ the ASCA Mindsets & Behaviors along with the School Counselor Competencies, which are foundational elements of the ASCA School Model, to analyze various scenarios that highlight the significant role that ASCA-competent school counselors play in promoting the mental health and well-being of school-aged children, whom we have identified as a neglected demographic. By contributing our perspectives alongside those of ASCA-competent school counselors, we aim to enrich the national dialogue surrounding youth mental health, extending the focus beyond violent behavior, as discussed by marbley et al. (2021). Our objective is to foster collaboration among schools, communities, and mental health professionals in order to ensure a continuum of care that enhances the mental health of children both within educational settings and in their broader communities. 

Analytical Extrospective  

To create a meaningful introspection based on our personal school-age experiences, we followed the set of 10 step-by-step guidelines that school counselors use to implement the ASCA Student Standards (ASCA, 2021). First, identify the need. Next, gather supplemental data to inform our decisions. After that, select the appropriate student standard. Then, write clear objectives or goals. Conduct assessments if needed and appropriate. Select or develop the strategies that will be used. Plan for follow-up. Next, deliver the chosen or designed strategies. Finally, reflect on the process for future improvement. 

As we reflect on our school-age experiences, it becomes clear that the environment in which we spent our formative years played a pivotal role in shaping who we are today. This narrative framework, presented as journal entries, encapsulates the key elements that contributed to our development, highlighting the importance of safety, belonging, and support. During our early school journeys, the absence of a safe and supportive environment was evident. Schools that prioritized inclusion and respect fostered an atmosphere where children felt valued. Moreover, the implementation of positive behavioral interventions could have nurtured healthy relationships among peers, encouraging constructive conflict resolution instead of aggression or isolation. 

Teachers and school counselors who incorporated Social-Emotional Learning (SEL) into the curriculum offered vital support for student development. Through dedicated programs that focused on self-awareness and self-regulation, we would have gained essential skills for managing our emotions. These experiences not only could have reduced instances of turmoil but also paved the way for more meaningful interactions and deepened our relationships with others. 

Mental health awareness emerged as a critical component of our school experience. Having access to educators who understood the importance of emotional well-being would have provided us with the reassurance that we were not alone in our struggles. Workshops and discussions can also demystify mental health, fostering an environment where asking for help was not only acceptable but encouraged. 

School counselors play a crucial role in fostering a sense of belonging among students. By encouraging participation in activities like sports and clubs, children can connect with peers, pursue their interests, and develop a sense of purpose. This involvement helps prevent feelings of isolation, boosts self-esteem, and strengthens ties to the school community. Academically, children thrive when their unique learning and emotional needs are recognized. Supportive educators who promote a growth mindset encourage students to see challenges as opportunities for growth. This personalized approach not only helps achieve academic goals but also builds resilience for the future. Additionally, strong partnerships among schools, families, and community members are essential. These connections provide a support network that guides children through both academic and personal challenges.  

In summary, our experiences during our school years reveal how various factors contribute to a safe and nurturing environment. By fostering support, emotional learning, mental health awareness, engagement, individual academic needs, and family involvement, schools can significantly shape students into well-rounded individuals prepared to face life's challenges. 

 Our Journal Entries 

In this reflective exercise, we embark on a process of introspection by identifying two significant events in our childhood that profoundly influenced our personal development and shaped our perspective on life. We began by exploring the context surrounding this pivotal moment, aiming to capture the essence of our experiences through a journal entry written from the vantage point of our child selves. Central to this exploration are the themes of a child’s trauma and emotional struggle, which serve as the backdrop for our narratives and illuminate the complex emotional landscape we navigated during our formative years. 

As we formulated a structured outline, we channeled our efforts into crafting narratives rich with vivid descriptions and emotional depth—allowing for an authentic representation of the child we once were. This approach serves not only to connect readers with our journey but also to evoke empathy and understanding regarding the challenges we faced as children. It is a deliberate endeavor to ensure that our genuine child voice resonates throughout the narrative, offering a glimpse into our vulnerabilities and the innocence we grappled with during times of distress. 

Moreover, reflecting on this creative process allows us to garner deeper insights into our personal growth and the valuable lessons learned throughout our experiences in P-12 education. Revisiting our past, we confront the layers of emotion tied to our experiences, fostering a greater sense of self-awareness and resilience. Ultimately, this exercise highlights the transformative power of reflection, illuminating how acknowledging and understanding our childhood struggles can pave the way for healing and growth in our adult lives. 

Foremost, we aim to inform and engage educators, administrators, school board members, colleges of education, and policymakers about the necessity of working towards achieving the ASCA-recommended counselor-to-student ratio of 250:1. Attaining this ratio would empower school counselors to dedicate “eighty percent or more of their time to direct and indirect services for students” (ASCA, 2012, p. xii). We assert that the ASCA (2021) framework is applicable by school counselors nationwide to effectively shape campus, district, and community strategies aimed at fostering environments conducive to both learning and development, as well as addressing mental wellness, particularly in crisis and trauma situations, for children inside and outside of school. 

Thus, our journal entries below, which recount personal experiences from our childhood along with our introspective and extrospective as professional counselors, underscore the importance of the four foundational constructs of the ASCA School Counselor Competencies: foundation, management, delivery, and accountability. These constructs, paired with the competencies and standards of the ASCA Mindsets & Behaviors, are integral to the mission of school counselors in creating nurturing environments that facilitate student growth, development, and overall wellbeing.  

Incorporating the ASCA Mindsets and Behaviors framework within a structured step-by-step approach can significantly enhance the effectiveness of counseling, especially when working with school-aged children.  By embedding the steps of the Step-by-Step Guidelines within the ASCA Model (2021), counselors can foster a more supportive and culturally responsive environment. This approach not only empowers individuals to challenge unhelpful thinking patterns but also equips them with vital skills to manage life's transitions and seek support effectively. 

marbley Journal Entries 

April 21, 1974 (17 years): Today, though I knew better, with my teachers’ voices pushing me forward, full of rage, I dragged my shattered heart across the street to talk with the White lady counselor about college. Who am I kidding? Though undeniably smart (scoring 95th percentile in all major subjects), I was still on the outside looking in. Now homeless, with my family scattered, barely surviving, I’m faking my way through being 17. I slumped at her desk. When I asked her about college, her exact words were, “Why do you need to go to college?” Hearing those words didn't surprise me. Unapologetic. Standing in front of my mirror before the world and before God, neither one of us gives a damn. 

April 5, 1968 (10 years): Yesterday was sunny and bright and today it’s cold and gloomy.  I heard Mama crying throughout the night because Martin Luther King had been shot.  When I got to school this morning, my teachers were also crying, though it didn’t stop us from doing our schoolwork.  Nobody at school told us kids what was going on.  I cried with the grownups until my brother Larry told me stop because it wasn’t Rifleman, Lucas McCain that had been shot. We had recess but none of us felt like playing. After school, we walked home together, nobody felt like talking.  I am still sad that somebody died. Between bouts of tears, Mama told me that Rev. Martin Luther King died fighting for my freedom. 

Extrospective: In my senior year of high school, I remember feeling my teachers forced me to meet with my counselor to discuss my college options. I opened up about my challenging situation: I was homeless, and my family had been fragmented, with each member living in different places. Despite understanding my academic potential, I felt despondent and believed my circumstances would never change. In addition to my current struggles, I shared with my counselor a traumatic event from my past: the assassination of Dr. Martin Luther King Jr. in 1968. This loss not only devastated my family but also profoundly affected the Black community and the nation, sparking waves of grief, anger, and unrest. Unfortunately, the emotional impact of this tragedy had gone unaddressed among students in my school. 

Applying the ASCA Model: Through the ASCA Mindsets and Behaviors framework, I realized the importance of having a safe space to process not only my grief over losing my home but also the racial tensions permeating my school environment. It would have been beneficial for my counselor to conduct a comprehensive family and mental health assessment to better understand my needs. The ASCA Social/Emotional Development standards are vital in supporting students like me. Specifically, I resonated with standards such as B-SS 2 (Building positive relationships with diverse peers), B-SS 3 (Establishing supportive relationships with adults), and B-SS 10 (Cultivating cultural awareness and sensitivity). Creating a school environment that prioritizes cultural awareness is essential for students grappling with racial tension and personal challenges.  

Having supportive adults throughout my educational journey could have significantly improved my outcomes. I wish my counselor had equipped me with social skills that would empower me to advocate for myself and others like me. This empowerment could have transformed my life. Establishing clear goals, including a pathway to college and a plan for family reunification, was crucial. It would have been invaluable for my counselor to involve me in choosing my next steps toward independence. As we developed strategies for improvement, resources for job seeking and financial aid would have been beneficial. Finally, regular follow-up sessions are essential. Consistent check-ins would capture continuous improvement providing ongoing support and guidance, helping me build resilience and navigate my path toward success. A proactive counseling approach that addresses students' emotional and academic needs is key to transforming lives. 

Lertora Journal Entries 

August 19th, 1992 (almost 13): Damnit!!! High school! I’ve got a huge swollen lip from a bottle hitting me while we were partying... no one noticed yet. Home is messed up since Opa died, and Mom is still hurting. Papapa just died too, but I didn’t know him much. Dad got kicked out while he was in Argentina with Papapa. Not sure who’s right... like most of my friends, I’ll have divorced parents. Where's Justin? His folks have been divorced forever; he could help. What a night... Justin’s mom took me to the same hospital I was born at. Time to grow up, I guess. Astrid’s senior year… she’s acting weird and getting into trouble, not like her. I’ll be 13 tomorrow… unlucky number 13. Oh, and I can touch the rim! I’m 5’10” now and getting close to dunking… who said, “White men can’t jump”! 

October 11, 1991 (12 Years Old): Things are really strange right now. Opa’s gone, and I didn’t even get to say goodbye because I was scared. I quit Tang Soo Do because it feels empty without him. Mom and I miss him so much. In art class, the teacher complains about my hairy lines and says I’m not good because I’m not my sister, who she loves. She calls me immature, but I’m only 12! I’m in 8th grade, two years younger than everyone! The same thing happened in band, so I quit that too. They always forget I’m just 12. If the other kids knew, life would be over! School sucks. I’m not drowning yet, but I’m not swimming either. It feels like no one hears my screams or whispers. It’s like my own personal hell… school. 

Extrospective: 

During my early adolescence, I desperately needed meaningful connections with supportive adults but instead faced a school environment focused on minor infractions like dress code violations and tardiness. Entering high school at 12, I was grappling with immense personal loss, including the deaths of both my grandfathers, which left me feeling isolated and unable to articulate my grief. My interests, like martial arts and art, turned painful under criticism, and I felt overshadowed by my high-achieving sister. As I dealt with family separation and divorce, I realized my academic struggles were tied to my difficult home life.  By the time I entered high school, I was labeled as intelligent and gifted, yet I felt unmotivated and uncertain about my future. I believe that if someone in the school system had reached out to me, it could have changed my experience for the better. My social and emotional struggles pose challenges for school counselors, who are dedicated to ensuring that no student feels the isolation and silence that I endured. 

Applying the ASCA Model: A counselor can evaluate various risk factors related to my situation and identify my need. Using an assessment, they can be helpful. The counselor can gather supplementary data related to my poor performance, lack of motivation, increased behavioral issues, and general disinterest in school—all noted by my teachers.  

Selecting relevant standards is crucial for developing effective social-emotional strategies. Counselors can utilize various learning strategies, self-management techniques, and social skills to set clear objectives for my future, whether academic or trade oriented. Relevant standards include M1 (development of the whole self) and M2 (sense of inclusion), which resonate with me often feeling like an outsider.  Placing emphasis on Behavior Standards where I lack skills that could enhance my high school experience, such as B-LS 7 (long- and short-term goals) and B-SMS 8 (balancing activities) standards. 

Counselors conduct regular informal and formal follow-ups to assess my progress toward these goals, co-creating strategies for developing positive habits. Informal follow-ups include brief hallway conversations, lunchtime check-ins, and observations during events. Data from these interactions informs formal check-ins, which may involve classroom observations, office meetings, small growth group sessions, and targeted guidance lessons. Together, the counselor and I can manage and adjust strategies for continued growth. Last, counselors should also reflect on my development, progress, and areas for improvement. 

Dunn Journal Entries 

October 1979 (15 years old): Today was crazy.  My school bus hit a car this morning and my boyfriend was riding in that car.  One minute we were loud and silly in the back of the bus and out of nowhere we were flying out of our seats.  If I close my eyes, I can still hear the brakes and my friends screaming.  I have never been so scared.  It seemed like a long time I was wondering if my boyfriend was okay.  I finally saw his face getting out of the car.  He was moving in slow motion.  At least he was not dead.  No one even mentioned the accident once we got to school.  No one checked on us, like it never happened. 

April 1977 (13 years old): I hate him.  Everybody is scared of my dad.  I have a reason to be scared of him, he hates me.  Smacking me across the face in my sleep is wrong.   Why does he blame me for sucking my thumb in my sleep?  My face is still swollen in the shape of his handprint. It’s burning.  I can’t wait to leave this house.  I know my mom knows what he is doing, and she does nothing.  She’ll be in here later after dad goes back to bed to check on me. Too late to check on me.  I am scared, but maybe tomorrow someone will notice. I need someone to see my fear, my pain, and my sadness. It could end tomorrow. 

Extrospective: At 15 years old, I found myself in the aftermath of a traumatic accident when my school bus collided with a car that contained my boyfriend. In an instant, our carefree laughter turned to chaos, marked by the jarring screech of brakes and the deafening crunch of metal—a sound that continues to haunt me each night. This trauma added to an already turbulent existence; I was struggling with a difficult home life and felt invisible beneath the dominance of a father who inflicted both physical and emotional pain. Since I was 13, nightly beatings left my face bruised, and the imprint of his hand served as a constant reminder of my fear and shame about sucking my thumb. Despite the severity of the event, it went unacknowledged at school, forcing me to confront my trauma alone and deepening the isolation I had always felt. 

Applying the ASCA Model: Using the ASCA Mindsets and Behaviors model, it becomes evident how critical it is for school counselors to conduct a comprehensive assessment to identify my immediate mental, emotional, social, and physical need. An assessment including collecting supplementary data of my academic transcripts should show that I was a straight ‘A’ student, no disciplinary or attendance issues. Behavior Standards: B-SS 3 (positive relationships with adults to support success) and B-SS 8 (advocacy skills for self and others) are applicable. Also, applying the BSS-10 standard provides a holistic approach—grounded in cultural awareness, sensitivity, and responsiveness. The learning objective is to “Create a space for meaningful support, both in the moment and in shaping my long-term academic and personal growth. Based on this learning objective and standard B-SS 3, in the pre-assessment I lack supportive adults, and the post-assessment should show supportive adults. The strategy (based on pre-assessment data) is to identify school employees who understand my cultural and family background and are equipped to create and (follow-up) to ensure (i.e., improvement of practice) an emotionally safe and affirming space. Lastly, it is imperative that school counselors not see the strategies and interventions as one-and-done but rather as an ongoing process of implementing a new set of skills. Consistent follow-up, clear communication, and strong relationships significantly contribute to the overall success of these students. 

Marquez Journal Entries 

Dear Diary, July 10, 1984 (11 years old): Did you hear the big fight last night? I don’t know why Mr. L, the police officer, never comes to talk to my parents. I was shaking, my aunt told us to lock the doors. All I know is that my grandma always carries a knife, everybody is jumping on my dad. Kids are screaming, my aunt takes us all to the back room. She can’t keep up with all of us crying. I run to the kitchen, grab a knife. My stupid uncle is just watching. My mom and dad need help. My brothers crying hysterically “NO” I didn’t know my aunt was that fast. She holds me, I suck. Let me do my job as the oldest. 

December 9, 1983 (10 years old): Dear Diary, I can’t believe all the stuff happening right now. Remember when I was all excited about being a cheerleader? I thought middle school would be filled with fun-- football games, popcorn, and riding yellow buses! But then, the doctor talked to my mom about surgery, and my heart’s crying, mi corazón. I keep hearing her cry, and it makes me feel all sad inside. She’s worried about something so weird – que estúpido me having babies! I don’t even understand why! I’m her baby-! My hip hurts, not other stuff, right? But I don’t want anyone to know how scared I am, que miedo. It feels so alone, like I’m stuck in a cloud. Please, Diary, keep all my secrets safe. 

Extrospective: As an eleven-year-old child, I faced the chaos of family responsibility, burdened by overwhelming feelings of shame, guilt, and anger. I vividly recall a terrifying night when violence erupted at home, and my aunt urged us to lock the doors. In that moment, I felt a desperate need to protect my family, grabbing a knife amid the cries of my younger brothers. The pressure of being the eldest sibling left me feeling helpless, while my mother’s health concerns deepened my anxiety about the future. At age 10, I dreamed of becoming a cheerleader, but my fears about my body overshadowed those dreams, along with worries about potential surgery and my mother's anxieties regarding my future and having babies. In those moments of confusion and fear, I longed for safety and understanding, grappling with the weight of responsibility that pulled me toward adulthood. Ultimately, I found solace in my diary, where I kept my secrets safe. 

Applying the ASCA Model: With 11-year-olds, when identifying need, counselors should focus on the unique experiences and challenges of this age group. Additionally, recognizing the cultural dynamics and personal safety concerns within the Latinx/Hispanic community is essential for adequate support. It helps counselors tailor their approach to meet specific needs for this child. 

School counselors should gather supplementary information about the child's family, cultural background, and community resources. This understanding forms a solid framework that acknowledges the nuances of my experiences. Counselors can select appropriate student standards from the ASCA framework, particularly the B-SMS7 (Effective Coping Skills) standard, to help develop the skills an 11-year-old needs to manage stress and build resilience. 

Setting clear objectives enables meaningful discussions about the family's strengths and how community support contributes to overcoming challenges.  A counselor can use assessments to evaluate coping skills and determine the effectiveness of personal safety strategies. Incorporating the B-SMS9 (Personal Safety Skills) standard helps counselors focus on ways to promote safety and non-violence at home and the child’s environment. A counselor can also emphasize the B-SS10 (Cultural Awareness, Sensitivity, and Responsiveness) standard so I can explore my cultural identity and connect more with my community. Regular follow-ups ensure ongoing support and encouragement and put the strategies discussed into practice. 

During the sessions, whether in workshops or one-on-one meetings, students can practice the B-SS8 (Advocacy Skills for Self and Others) standard, which empowers them to express their needs clearly. At the end of the process, reflecting on what was learned helps counselors refine their approach, ultimately allowing them to support students, particularly those in the Latinx community, more effectively.   

Chumba Journal Entries   

January 2, 1989 (14 years old): Today I am ill, angry, and embarrassed again, much pain, not in my body, but in my spirit. Barely back from a 2-month illness, it feels unfair that I, who had never failed any exams, should fail my 8th grade primary school exam and be demoted to the 7th grade. Instead of standing up for me, my brother and even my math teacher screamed and called me an idiot. One year at this new school, yet no one cared enough to check on me.  The school, nor my father’s most beloved, trusted son, my appointed guardian brother, helped me. Alone, nowhere to turn (unknown to Dad), and no one to fight for me, I, as always, will fight for myself.   

February 1985 (10 years old): Dear Diary, Today is terrifying, I got home for lunch and saw the front door was wide open, swinging, like someone had just left- or were they still there?  Clothes and papers scattered on the floor. I froze on the steps, barely breathing, the silence listening only to my heartbeat, unable to call Mom or Dad. Fear kept me quiet. I stepped inside into the long creepy shadows. Hand shaking and clutching the doorframe, and every sound echoed in my head, still afraid someone was still here. I bolted back to school, gasping, and told my teacher, Mr. Gitau. All he said was, “Go to class.” Dad says the robbers are gone-still terrified, shaking with fear, wondering if they are still here. 

Extrospective: During my final year of primary school in Kenya, after battling a prolonged illness, I was devastated to learn that I had failed my 8th-grade exam and would need to repeat 7th grade, a cultural shock as academic success is highly valued in our society. The disappointment was worsened by the lack of support from my brother and math teacher, who dismissed my struggles and labeled me foolish, leaving me feeling isolated. Transitioning to a new school was particularly challenging, as I navigated this difficult period without guidance or encouragement, despite the strong community in Kenya. My distress was heightened by haunting memories, especially the day I returned home to find the front door ajar and an eerie silence; paralyzed by fear, I ran back to school, only to be brushed off by my teacher, Mr. Gitau. Even after my father reassured me that the danger had passed, I remained shaken, struggling to overcome feelings of uncertainty in a culture that stresses resilience. 

Reflecting on the ASCA Mindsets and Behaviors Ten-Step Guideline, there is a critical need for emotional and academic support during pivotal childhood experiences, particularly in instances of unfair dismissal and subsequent demotion following illness for teenagers. These events contribute to internal pain, isolation, and a significant loss of trust in adults. It is important for the counselor to identify the need earlier, and gather supplemental data, including academic records, attendance histories, health information, and personal reflections, to gain a more comprehensive understanding of the student’s experiences. 

Applying the ASCA Model: The ASCA student standards present valuable frameworks not only for this individual need but also for students facing similar challenges. Specifically, applying the following standards: M4-Developing self-confidence in my ability to succeed, B-SS 3: Establishing supportive relationships with adults, B-SS 8: Demonstrating advocacy skills and the ability to assert self. Clear objectives and goals, such as restoring academic standing, building confidence, and developing emotional coping skills, are essential for effective intervention. Timely academic and emotional assessments reveal the trauma carried by the student and the necessary support for healing. Counselors can employ strategies such as trauma-informed counseling, goal setting, and peer support to effectively address these needs. Furthermore, a clear follow-up plan, along with scheduled check-ins and progress tracking, fosters both growth and a sense of safety for students navigating these challenges. 

Recommendations and Conclusion 

To cultivate a thriving school environment that prioritizes academic and emotional well-being, it is crucial to address students' mental health needs, particularly concerning trauma, anxiety, and depression. Creating a safe and inclusive atmosphere promotes respect and belonging, while positive behavior interventions enhance relationships and conflict resolution skills. Integrating Social-Emotional Learning (SEL) programs equip students with essential skills like self-awareness and self-regulation, reducing violence and improving emotional management. Emphasizing creative approaches—such as art therapy, music, drama, and creative writing—provides powerful tools for expression and healing, enabling students to explore their emotions constructively. 

Mental health awareness initiatives, including workshops and access to professionals, strengthen community resilience. Participation in diverse activities fosters creativity, combats isolation, and nurtures a sense of belonging. Tailored academic support, alongside creative outlets, nurtures a growth mindset, empowering students to tackle challenges effectively. Creative activities can enrich students' experiences and foster emotional growth. Art therapy workshops allow emotional expression, while creative writing programs encourage storytelling and empathy. Music and drama enhance social skills and confidence, and mindfulness practices like yoga integrate relaxation with expression to alleviate anxiety. Collaborative art projects and storytelling circles promote community and understanding, while innovation challenges inspire problem-solving skills. 

By marrying creative strategies with traditional supports, schools can transform setbacks into opportunities for healing and growth, forging safer, more engaging environments that champion both academic success and emotional well-being. These innovative approaches lay a robust foundation for students’ lifelong achievements while underscoring the indispensable role of creativity in nurturing holistic mental health in educational settings. Ultimately, fostering this blend of creativity and mental wellness will empower the next generation to soar, ready to face the world with resilience and imagination. 

 

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