In School Providers:
 

• School Psychologist

  • What they do:

    • They are experts in both mental health and learning. They provide individual and group counseling, crisis intervention, and perform psychological assessments to understand a student's learning, social, and emotional needs. They often work closely with special education teams.

  • Good for:

    • Addressing learning-related anxiety, conducting evaluations for IEP/504 plans, crisis support, and counseling for a range of issues.

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• School Counselor:

  • ​What they do:

    • They focus on the academic, career, and social/emotional development of all students. They often run classroom lessons on topics like bullying or coping skills and provide short-term individual and small-group counseling.

  • Good for:

    • Academic stress, college/career planning, peer conflict, and general personal issues. They are a great first point of contact.

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• School Social Worker:

  • What they do:

    • They often look at the "whole child" in their environment. They provide counseling and connect students and families with community resources (like outside therapists, food assistance, or housing support). They are skilled in understanding family systems and community challenges.

  • Good for:

    • Issues stemming from home life, trauma, connecting to community services, and acting as a bridge between school and home.

 

• ​Behavioral Interventionist (B.I.):

  • What they do:

    • This is the role you specifically asked about. A B.I. is typically focused on understanding and modifying specific behaviors that interfere with learning. They often create and implement a Behavior Intervention Plan (BIP), which is a structured plan to teach and reinforce positive behaviors.

  • Good for:

    • Students who exhibit consistent challenging behaviors (e.g., outbursts, leaving the classroom, refusal to work). They work closely with teachers and paraprofessionals.

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• Paraprofessional (Para) / Paraprofessional Educator:

  • What they do:

    • Paras provide instructional and non-instructional support to students under the direction of a teacher or specialist. While not mental health therapists, they are often the ones implementing the strategies created by a B.I. or psychologist. They might help a student with emotional regulation in the moment, guide them through a schedule, or provide one-on-one support to de-escalate a situation.

  • Good for:

    • Day-to-day, in-the-moment support, building positive relationships, and ensuring students can access their education.

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• School Nurse:

  • What they do:

    • They address physical health, which is deeply connected to mental health. They can help manage physical symptoms of anxiety (stomachaches, headaches), provide a quiet space to de-escalate, and are a trusted adult to talk to. They may also administer medication.

 

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Programs & Resources (The "What")

These are the systems and services the providers use.

 

1. MTSS (Multi-Tiered System of Supports) or RTI (Response to Intervention):

   • This is the overall framework most schools use. It has three tiers:

     • Tier 1: Universal support for ALL students (e.g., school-wide social-emotional learning curriculum, positive behavior expectations).

     • Tier 2: Targeted support for some students (e.g., small group counseling for anxiety, check-in/check-out with a staff member).

     • Tier 3: Intensive, individualized support for a few students (e.g., individual counseling, a Behavior Intervention Plan, wraparound services).

2. SEL (Social-Emotional Learning) Curriculum:

   • Programs like Second Step or RULER that are taught in the classroom to all students. They teach skills in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

3. 504 Plan:

   • A formal plan for students with disabilities (which can include mental health conditions like anxiety, depression, or OCD) that require accommodations to access their education equally. Examples: extended time on tests, breaks, preferential seating.

4. IEP (Individualized Education Program):

   •  A more comprehensive legal document for students who qualify for Special Education services. If a student's mental health needs are severe enough to adversely impact their educational performance, they may have an IEP with specific counseling or behavioral goals and services.

     1. Obtaining an IEP for your child is to request a Child find assessment from the school. 

     2. Meet with the schools IEP team, which generally consists of:

        • SPED teacher (special education)

        • The GenEd Teacher

        • The principal

        • School counselor

     3. Express your concern and reasoning for wanting this evaluation completed. 

     4. Sign a document that gives the school permission to perform the testing.

        • The testing must be completed within 60 days of signing this document. ​

     5. Once the testing is complete, you will meet again to review the outcome of the testing.

     6. The IEP will be created with a reduced educational plan that will accommodate your Childs needs allowing them to be successful in school. 

        • The school will not always agree that an IEP is necessary, but you know your child best and if you feel that there is an error in the results, get help right away. 

   • If your child's active IEP isn't being followed and is impacting their success in school, you can take steps to ensure compliance. IEPs are protected by federal law and are not just suggestions.

     • Dispute Resolution: 

       • www.sde.idaho.gov/about-us/departments/special-education/dispute-resolution/#details-state-administrative-complaint

     • Get a state facilitator

       • You will call an IEP meeting and request a state facilitator to be present. This individual is a neutral 3rd party that will help you and the school come to an agreement 

       • Form to request facilitation:

         • iyspp.sde.idaho.gov/sped/sped-forms/files/dispute-resolution/Facilitation-Request-Form-Printable.pdf

         • Email: disputeresolution@sde.idaho.gov

   • If a facilitated meeting(s) do not generate results, the next step is to have a mediator help to ensure the Childs IEP is being followed.

     • Contact:

       • Kimberli Shaner, Coordinator

         • Call: (208) 332-6914

         • Email: kshaner@sde.idaho.gov

   • If mediation is unsuccessful you may file for due process and create a state administrative complaint.

     • "Individuals or organizations can file state administrative complaints alleging violations of the Individuals with Disabilities Education Act, Part B (IDEA), including noncompliance with past due process hearing decisions."

     • “A due process hearing request is filed with the Idaho Department of Education by either a parent/adult student or the district regarding issues related to identification, evaluation, educational placement, and the provision of Free Appropriate Public Education (FAPE).

     • An expedited due process hearing is an administrative process to resolve disputes over the discipline of students with disabilities. It allows for an independent hearing officer to review a disciplinary decision within 20 school days, with a decision made within 10 days after the hearing.

       • Due Process Hearing Request Form:

         • www.sde.idaho.gov/wp-content/uploads/2025/07/Due-Process-Hearing-Request-Form-Printable.pdf 

5. Counseling Groups:

   • Small groups run by a counselor, psychologist, or social worker on topics like:

     • Social Skills

     • Anger Management

     • Grief and Loss

     • Anxiety / Stress Management

     • Divorce / Changing Families

6. Peer Mentoring / Mediation Programs:

   • Programs where trained students provide support to other students, helping with conflict resolution, academic help, or just being a friendly connection.

7. Safe Spaces / Calm Corners:

   • A designated area in a classroom or school where a student can go to regulate their emotions when they feel overwhelmed. It might have fidget toys, calming visuals, and comfortable seating.

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How to Access These Resources

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• For a Student:

  • Talk to a teacher, your school counselor, or any trusted adult in the building. You can say, "I'm struggling with some things and I think I need to talk to someone."

• For a Parent/Caregiver:

  • Start with your child's teacher to share your concerns. You can also email or call the school counselor or school psychologist directly to request a meeting. Be clear about the behaviors or challenges you are seeing.

• For an Educator/Staff:

  • Follow your school's referral process, which usually involves talking to the MTSS/RTI team, school counselor, or school psychologist.