Before Students Hurt: Curriculum Supports for Social, Emotional, and Mental Development, in Public Schools

Abstract

This record of study explored the early identification, intervention, and delivery methods of one remote school district that utilized the Seed Digging (SD) program for their in-house school wide mental health care. Potential outcomes of the research would examine resources that would benefit rural schools in the prevention and provision of social, emotional, and mental health care including curriculum supports. The purpose of this study seeks to understand the reasoning of the administration and the opinions and implications of their stakeholders. The methodology of this study was a qualitative single case study. It involved semi-structured interviews from various stakeholders representing multiple perspectives of school and community members. The findings of this study displayed favorable outcomes of the implementation of the SD program. The program had been in use by the district for over four years. The prognosis for continued use of early identification and prevention strategies using the SD program are highly probable. Students referred to the program saw positive changes in their well-being and academic growth. The implications of these findings could benefit other districts especially in small, remote rural areas with necessary in-house mental health supports.