Report on Enhancing School Safety through Mental Health and Sustainable Development Goals

Experience gained from working within school systems, notably during a critical period in Roswell, New Mexico, has significantly informed the understanding of school safety. This report emphasizes the integration of Sustainable Development Goals (SDGs), particularly those related to health, well-being, quality education, and peaceful communities, in fostering safer school environments.

Context and Challenges in School Safety

During the tenure as assistant superintendent in Roswell, the community confronted severe tragedies including a school shooting, student suicides, accidents, and the loss of a colleague to domestic violence. These events highlighted that genuine school safety transcends physical security measures such as locks, drills, or police presence. It is fundamentally connected to the mental and emotional well-being of both students and staff, aligning with SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education).

Key Lessons and Preparedness

The principal lesson identified is the necessity of being overprepared for critical incidents. Central to this preparedness is a proactive and steadfast commitment to mental and behavioral health, which supports SDG 3 and SDG 16 (Peace, Justice, and Strong Institutions) by promoting peaceful and inclusive societies.

Systemic Approaches to Mental Health in Schools

Multi-Tiered Systems of Support (MTSS)

MTSS is a proactive, data-driven framework addressing academic, behavioral, and social-emotional needs through a layered approach. It enables early identification and support of students’ challenges, preventing escalation into crises. Effective MTSS implementation fosters prevention rather than reaction, reducing youth violence and supporting SDG 16.

Use of Universal Screeners

• Strength-based standardized assessments evaluate social-emotional competencies such as self-awareness, self-management, social awareness, and responsible decision-making.
• These competencies are foundational for emotional regulation and interpersonal success, serving as protective factors against violence.
• Contributes to SDG 3 and SDG 4 by promoting mental health and inclusive education.

Teletherapy as an Intervention Tool

• Expands access to mental health services, particularly for students facing barriers to in-person care.
• Supports timely, tiered interventions aligned with MTSS frameworks.
• Enhances equity in health services, advancing SDG 10 (Reduced Inequalities).

The Human Element: Culture, Connection, and Care

Shared Responsibility in Violence Prevention

Preventing youth violence requires a collective effort from educators, counselors, psychologists, and staff. Frontline professionals need comprehensive skills, support, and systems to cultivate a culture of authentic care and vigilance, consistent with SDG 16.

Building Connections

• Schools must become welcoming spaces where all students feel safe, seen, and experience belonging.
• MTSS frameworks, universal screeners, and school-based services (in-person or virtual) enable precise and consistent support.
• Focus on understanding student behavior promotes compassion over punishment.

Supporting Educators and Staff Well-being

Addressing student well-being is inseparable from supporting staff well-being. Educators and school personnel often carry their own trauma and stress. Creating environments where staff feel safe, free from stigma, and emotionally regulated is essential. This approach supports SDG 3 by promoting mental health for all school community members.

Intentional Recovery Post-Tragedy

Recovery following critical incidents must be intentional, compassionate, consistent, and long-term. After the Roswell shooting, efforts included:

1. Prioritizing debriefing and psychological first aid for students and staff.
2. Reestablishing routine and normalcy.
3. Providing accessible group and individual counseling.
4. Collaborating with local agencies and federal responders for comprehensive support.

These actions align with SDG 3 and SDG 17 (Partnerships for the Goals) by fostering health and collaborative community support.

Moral and Community Imperative for Proactive Safety

Preventing youth violence requires a fundamental shift from reactive to proactive strategies that place student mental health at the core of safety and learning. Key components include:

• Increasing visibility and prioritization of mental health.
• Empowering educators with skills and resources.
• Responding to behavior with compassion and context.
• Implementing accessible support systems such as teletherapy.
• Creating inclusive, supportive school cultures.

Embedding frameworks like MTSS and teletherapy promotes early identification and intervention, resilience building, and safer learning environments. This approach supports multiple SDGs, notably SDG 3, SDG 4, SDG 10, and SDG 16, representing a moral, social, and community imperative to invest in the health, safety, and future of the next generation.

Author: Brandy Samuell, Director of Mental Health and Related Services at eLuma. With over 30 years of experience in education and crisis response, Brandy has worked across diverse school settings focusing on mental and behavioral health.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 3: Good Health and Well-being
   • The article emphasizes mental and behavioral health as central to school safety, highlighting the importance of mental well-being for students and staff.
   • Focus on prevention, early identification, and intervention for mental health challenges aligns with SDG 3’s aim to promote mental health and well-being.
2. SDG 4: Quality Education
   • The article discusses Multi-Tiered Systems of Support (MTSS) to address academic, behavioral, and social-emotional needs, promoting inclusive and equitable quality education.
   • Creating safe, supportive, and inclusive school environments aligns with SDG 4 targets on safe and inclusive learning environments.
3. SDG 16: Peace, Justice and Strong Institutions
   • Prevention of youth violence and fostering a culture of care and vigilance in schools relates to SDG 16’s focus on reducing violence and promoting peaceful societies.
   • Collaboration with law enforcement and community agencies supports strong institutions and inclusive decision-making.

2. Specific Targets Under Identified SDGs

1. SDG 3: Good Health and Well-being
   • Target 3.4: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment, and promote mental health and well-being.
   • Target 3.5: Strengthen the prevention and treatment of substance abuse, including narcotic drug abuse and harmful use of alcohol.
2. SDG 4: Quality Education
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations.
3. SDG 16: Peace, Justice and Strong Institutions
   • Target 16.1: Significantly reduce all forms of violence and related death rates everywhere.
   • Target 16.6: Develop effective, accountable and transparent institutions at all levels.

3. Indicators Mentioned or Implied to Measure Progress

1. Indicators Related to Mental Health and Well-being (SDG 3)
   • Prevalence of mental health disorders among students and staff (implied through discussion of mental health challenges and suicides).
   • Access to mental health services such as teletherapy and counseling availability.
   • Use of universal screeners to assess social-emotional competencies (self-awareness, self-management, social awareness, responsible decision-making).
2. Indicators Related to Quality Education (SDG 4)
   • Number or percentage of schools implementing MTSS frameworks.
   • Measures of school safety and inclusiveness, such as incidence of bullying or violence.
   • Student engagement and sense of belonging (implied through emphasis on culture, connection, and care).
3. Indicators Related to Peace and Violence Reduction (SDG 16)
   • Rates of youth violence, including school shootings and violent incidents.
   • Effectiveness of crisis response and recovery programs (e.g., Critical Incident Stress Management).
   • Collaboration metrics between schools, law enforcement, and community agencies.

4. Table of SDGs, Targets, and Indicators

Source: campussafetymagazine.com