We apply systematic, data-driven approaches to academic interventions but reactive, inconsistent approaches to mental health support—undermining both student wellbeing and the academic outcomes superintendents are evaluated on.

Two Students, Two Different Systems

When Sarah's reading scores drop, the response is systematic: comprehensive assessment, targeted intervention with a specialist, weekly progress monitoring, and adjustments based on data. Every step is documented and refined.

When Marcus struggles with anxiety affecting his attendance and grades, his needs go unnoticed until crisis—he's now chronically absent and failing classes, putting graduation at risk. His referral to a community counselor creates no data sharing with school, minimal progress tracking, and no way to connect mental health support to academic outcomes.

Why do we treat these scenarios so differently when both directly impact learning?

Download the full article authored by Dr. Adrian Talley, Superintendent at Indian Prairie School District 204 (IL), and Jillian Kelton M.Ed., Director of District Engagement at Cartwheel.