VCU Convergence brings central Virginia’s school-based mental health leaders to campus
The convening, organized under the VCU Convergence mental health theme, produced a working list of projects on professional development, youth clinical services and community partnerships.
What do you do with a problem that changes shape every time you try to solve it?
The VCU Convergence Mental Health group, with the help of the VCU da Vinci Center, recently met to tackle this big question. Coined the School-Based Mental Health Think Tank, this workshop brought scholars from several disciplines together with school divisions, community organizations and state agency staff.
“School-based mental health is not a challenge that any one discipline can solve. It sits at the intersection of education, health care, family systems, public policy, technology and community life, making it both urgent and inherently complex,” said Daniel Gutierrez, Ph.D., assistant vice provost, VCU Convergence.
According to Gutierrez, meaningful progress requires experts and communities to define problems together, challenge disciplinary assumptions, and develop solutions grounded in real-world conditions.
“VCU’s Convergence methodology is well-suited for this work because it does not attempt to eliminate complexity, but rather provides a structured way to integrate diverse forms of knowledge, generate actionable projects, and address wicked problems with greater rigor, relevance, and equity.” – Daniel Gutierrez, assistant vice provost, VCU Convergence
Gathering together
Bringing the spirit of VCU Convergence to life, the room was filled with a multidisciplinary group of thought leaders from across VCU and the greater Richmond community.
Along with Gutierrez and other faculty and staff members, some of the VCU representatives present included Robert Findling, M.D., chair of psychiatry in the School of Medicine; Patrick R. Mullen, Ph.D., professor and chair of counseling and special education and interim chair of foundations of education in the School of Education; Lloyd Young, executive director of the VCU da Vinci Center.
“It was an honor to be part of convening such a diverse group of experts committed to improving school-based mental health, and it reinforced my belief that our greatest innovations emerge when we intentionally connect people, perspectives and purpose.” – Lloyd Young, executive director, VCU da Vinci Center for Innovation.
Community partners included a mix of social workers, counseling professionals and child mental health experts from public schools in Charles City, Hanover County, Richmond and Fredericksburg. Other key participants included St. Joseph’s Villa, the Hanover County Community Services Board, the Armstrong Leadership Program and the Virginia Department of Education, among other notable collaborators.
“The workshop was an outstanding expression of the mission of VCU Convergence.” said Findling. “There was a palpable sense of enthusiasm, open communication, and collaboration throughout the entire workshop.”
Starting with what already works
The first exercise asked a simple question: what’s already working, and what can the group build on? Participants pointed to more entry points into support than schools usually get credit for, including therapeutic classrooms, group counseling, restorative circles and life skills curriculum. They also described a fuller safety net, running from screening and risk assessment to crisis response and stabilization.
On staffing, schools rely on counselors, social workers, psychologists, nurses and family support specialists. Participants also talked about growing that pool, through training and bringing on new staff over time. They pointed to systems like tiered interventions, referral pathways and social-emotional curriculum as what makes the support work. They named the conditions that help it stick, like funding, strong leadership support and dedicated time in the school day.
“The school-based mental health think tank sought to bring together a diverse sample of partners to discuss the current state of the field and develop a roadmap for building collaborations and making a positive impact in this area.”
– Patrick Mullen, Ph.D., Professor and Chair, Counseling and Special Education; Interim Chair, Foundations of Education
Four groups, four problems
Workshop participants split into four groups by population: youth, teachers and administrators, clinicians and staff, and families and communities.
The Youth group focused on emotional regulation, mindfulness modeled by adults, and belonging built through pods, clubs, sports and after-school programs.
Teachers and administrators called for clearer roles and for mental health to be a core priority, not an add-on.
Clinicians pointed to role ambiguity as a drag on teamwork. Strong support requires a mental health professional, administrator and teachers working together, with student and caregiver input. Their fix: map resources, define roles, build a shared data platform.
Families raised concerns about distrust and stigma, but argued that trust already exists.
“Collaboration is essential to supporting the whole child. Too often, professionals work in silos, which can result in duplicated services and create unnecessary challenges for students and their families. Bringing all stakeholders together fosters a more coordinated, comprehensive approach that enhances communication, reduces redundancy, and ultimately strengthens the support and services families receive.”
– Karla M. Allen, MA MEd., Coordinator of Counseling Services, Hanover County Schools.
What comes next
The convening’s impact is already taking shape in the next steps.
Participants left with a plan, with collaboration at the forefront of the strategy.
Plans are also underway to create professional development and microcredentials in school-based mental health, designed to support educators and community partners.
This fall, the counseling and special education department and the School of Education is launching a new course, CLED 210: Introduction to School-based Mental Health, which seeks to deepen understanding of this topic so people who work in schools and outside them can better understand it and the ways they can support youth mental health.
“We hope the outcomes from this meeting expand, leading to widespread, impactful activities and partnerships within VCU and our local and global communities.”
– Patrick Mullen, Ph.D., Professor and Chair, Counseling and Special Education; Interim Chair, Foundations of Education
As the groups continue their work, participants hope that the collaboration seen in this workshop will continue to help drive better mental health outcomes for K-12 students.
“Supporting the mental health and well-being of children and young people requires us to think beyond the boundaries of any one profession or discipline. Schools are places where education, health, families and communities come together every day, which makes interprofessional collaboration especially important. The School of Education is proud to bring our expertise in school-based mental health, educator preparation and community engagement to this work and to partner with colleagues across VCU and throughout the region to develop solutions that respond to the real challenges facing students, families and schools.”
– Dean Kelli Feldman, VCU School of Education
Learn more about VCU Convergence
If you or someone you know needs support, the 988 Suicide and Crisis Lifeline is available 24 hours a day, seven days a week. Call or text 988, or chat online at 988lifeline.org
Categories VCU Convergence