Supporting Student Mental Health

Supporting student mental health means creating environments where students feel safe, supported, and able to thrive academically, emotionally, and socially.

How ACMH Supports Student Mental Health

The Association for Children’s Mental Health (ACMH) works alongside families and community partners to strengthen awareness, reduce stigma, and connect students to meaningful supports.

ACMH supports student mental health by providing education, resources, and connections that help families navigate challenges early and effectively. Our approach emphasizes prevention, collaboration, and practical guidance that meets students where they are.

When a child is struggling at school—emotionally, behaviorally, or mentally—it can be hard to know where to begin. This page is designed to help families take one step at a time, find the right supports, and feel more confident navigating next steps.

Start Here: A Quick Guide for Families

If concerns are new, overwhelming, or you’re unsure what to do next, this is the best place to begin.

Below, this quick-start guide helps families understand:

Who to contact at school
What types of support may be available
How to start conversations
Where to find help in the community

Why Mental Health Matters in School

Mental health challenges are common, treatable, and often first show up in school settings. When mental health needs are recognized early and supported appropriately, children are more likely to succeed academically, socially, and emotionally.

How Mental Health Can Affect School

Mental health needs can affect children in many ways, including:

Difficulty focusing or completing work
Anxiety, withdrawal, or frequent absences
Emotional outbursts or shutdowns
Challenges with organization or peer relationships

School-Based Support Contacts

The fastest place to start, especially for concerns affecting the school day.

School Counselor
School Social Worker
School Psychologist
Teacher(s)
Special Education Coordinator
Student Support or Mental Health Lead

Helpful Questions

Here’s what we’re noticing at home—what are you seeing at the school?
What supports or accommodations might help right now?
Could my child benefit from a 504 or IEP evaluation?
What support can we put in place while we’re figuring things out?
Who else should we connect with on the team?

Understanding School Support Plans

Schools use different tools to support students who may be struggling academically, emotionally, or behaviorally. These supports can look similar but serve different purposes. Understanding the basics can help families better advocate for their child.

504 Plans

A 504 Plan is designed to help a student access learning in the same way as their peers.

A 504 Plan provides accommodations, not specialized instruction. It helps remove barriers in the school environment and does not require special education services.

Examples of accommodations may include extra time on tests, preferential seating, movement breaks, or adjusted homework expectations.

A 504 Plan may be helpful when a student has a medical condition, mental health concern, or learning difference that impacts school participation but does not require specialized instruction.

Individualized Education Programs (IEPs)

An Individualized Education Program (IEP) provides more structured support when a student needs special education services.

An IEP includes specialized instruction and is developed through a formal evaluation process. It sets individualized learning goals and may include related services such as speech, occupational therapy, or behavioral support.

IEPs are typically used when a student’s learning or behavior significantly impacts their educational progress and requires ongoing, individualized support.

Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP)

A Functional Behavior Assessment (FBA) helps schools understand why a student may be engaging in certain behaviors. Rather than focusing on discipline, an FBA looks at patterns, triggers, and unmet needs.

A Behavior Intervention Plan (BIP) is often created after an FBA. A BIP outlines supportive strategies to help the student succeed, such as teaching new skills, adjusting the environment, and responding to behavior consistently and supportively.

FBAs and BIPs work best when families are included as partners and when the focus is on understanding and support rather than punishment.

How These Supports Work Together

FBAs and BIPs do not require a 504 Plan or an IEP and can be used as early supports.
FBAs and BIPs are most commonly connected to IEPs when behavior impacts learning.
A student may have a 504 Plan, an IEP, an FBA or BIP, or a combination depending on their needs.

Families have the right to ask why a support is being recommended, how it will help their child, and whether additional evaluation or planning may be appropriate.

One-Sentence Summary for Parents:
A 504 Plan focuses on access, an IEP provides specialized instruction, and an FBA or BIP helps schools understand and support behavior.

If you are unsure which type of plan may be appropriate for your child, connecting with your school team or a family support organization can help clarify options and next steps.

Behavioral Concerns at School

Behavior is communication. When mental health needs are supported, behavior often improves.

Discipline, Suspension, and Expulsion

Families can ask about safeguards and supports available if discipline becomes a concern.

At-Home Support Starters

Daily emotional check-ins
Predictable routines
Coping skills menu or “calm corner”
Safety plan for big feelings
Breaks, movement, and grounding tools

Even brief, consistent moments of connection—10 to 15 minutes a day—can buffer stress and support resilience, particularly for children navigating emotional or mental health challenges.

These moments don’t require fixing, teaching, or problem-solving. They simply create space for safety, regulation, and trust.

Gentle Scripting for Families

Families may find it helpful to set aside a short, predictable window of time focused solely on connection. During this time, try statements such as:

“I’m here with you.”
“You don’t have to talk if you don’t want to—I just want to spend time together.”
“Tell me about something that felt hard or something that felt good today.”
“I’m glad we get this time together.”

Tips for Making the Most of Connection Time

Follow the child’s lead—play, draw, sit quietly, or move together.
Put away phones or distractions when possible.
Keep it pressure-free; silence is okay.
Consistency matters more than length.
If emotions come up, focus on listening rather than solving.

Connection builds resilience over time. Even when things feel hard, these small moments can help children feel safe, seen, and supported.

Mental Health Learning Tools for Families

Need More Help?

ACMH is here to help connect families to resources, information, and next steps.

A Gentle Reminder

One conversation, one support, or one connection can make a meaningful difference.