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In today’s educational landscape, Student Assistance Professionals (SAPs) play a crucial role in supporting the overall well-being of students. Working as part of a school’s student support team at the secondary level, SAPs dedicate the majority of their time to addressing students’ non-academic barriers to learning. This includes issues related to school engagement and attendance, mental health needs, and substance use related issues.

The SAP program is designed to bolster the capacity of school districts to address students’ behavioral health needs. By embedding SAPs within schools, the program ensures that students have direct access to early intervention services tailored to their specific needs.

SAPs work directly with students, either individually or in small groups, to provide early intervention services tailored to each student’s specific needs, goals, and identified barriers. Through evidence-based interventions, SAPs support students in achieving their goals and offer referrals to additional resources, such as community services or other school personnel, as needed.

These are critical services for students, explained Armando Davila, the SAP for Lake Chelan School District.

“The SAP program helps break down barriers to mental health supports, gives students the skillset to advocate for themselves, and if they are struggling with substance use it allows them to receive judgment-free support,” Davila added.

Over the past few decades, significant progress has been made within the field of behavioral health. Crystal Fickey, Student Assistance Program Coordinator at NCESD, explained that these advances have deepened our understanding of the impact of mental disorders, substance use addiction, and adverse childhood experiences on brain development and overall health and functioning.

“As a result, there has been better integration of universal behavioral health screenings within schools and primary health care settings,” Fickey added. “This integration allows for earlier support for individuals, helping them on their journey to better mental health and well-being.”

Early intervention is a cornerstone of the SAP program. The process begins with identifying students who may be at risk of behavioral health issues. This can be done through various means, such as teacher referrals, self or peer referrals, or behavioral health screenings. Once identified, SAPs work closely with these students to assess their needs and develop a personalized intervention plan.

The importance of early intervention cannot be overstated. Addressing behavioral health issues at an early stage can prevent the escalation of problems and reduce the risk of long-term negative outcomes. Early intervention helps students develop coping skills, improve their emotional regulation, and build resilience. This proactive approach not only supports the individual student’s well-being but also contributes to a positive school climate and enhances overall academic performance.

Despite these advancements, many students in Washington state continue to struggle with their behavioral health. Data from the 2023 Washington State Healthy Youth Survey reveals that within the preceding 12 months:

“Schools recognize that students facing mental health and substance use issues cannot fully engage in their learning,” Fickey said. “This puts them at greater risk of missing classes, falling behind academically, and, in some cases, not completing high school.”

When schools provide the necessary behavioral health support, students attend regularly, retain information, and achieve their academic goals by providing the necessary behavioral health support.

“Early intervention and investment in behavioral health services benefit the entire school community,” she added.

Regionally, school partners have reported that the SAP program provides critical resources and additional support for students and families in their districts. These professionals are embedded in school buildings and often become trusted resources for both staff and students, Fickey shared.

“I have heard from many administrators and educators over the years about how appreciative they are to have their Student Assistance Professional,” she added. “They share stories of observing positive changes in students who received SAP services, and they place value on having this type of support in their building.”

One paraeducator from Ephrata Middle School shared that the school’s SAP, Maddie Sanchez, has been an invaluable asset to the school. They explained that Sanchez has been able to help students overcome personal and academic challenges leading to measurable improvements in some of their school performance and overall well-being.

“Maddie’s compassionate approach, paired with her belief in every student’s potential, has created an environment where students feel supported, empowered, and motivated to succeed,” the paraeducator added. 

Students who receive services from the SAP program complete an anonymous, confidential survey when they begin services, and repeat the survey upon completion of services. This anonymized data is used to inform the effectiveness and impact of the program.

On average, by the end of services, there was a 32% increase in students self-identifying that they had healthy strategies to calm down when they experience negative emotions. In addition, the data showed average reductions in self-reported substance use, perceived negative behaviors, and perceived negative well-being.

It’s important to understand that any perceived challenging behavior in youth is often the result of an unmet need, Flores said. And sometimes the additional support and positive guidance is all they need.

“Youth are creative and full of potential, no matter what struggles they might face,” she added. “They just need to be given the chance to express themselves and feel heard.”

Flores’ recommendation for those who have youth in their lives: Take the time to listen and encourage them to express their feelings. Sometimes, just having someone who listens can make a huge difference in the life of an individual.

As schools continue to prioritize student well-being, it is essential to acknowledge and support the efforts of Student Assistance Professionals (SAPs) who are committed to making a positive impact on the lives of young people. Their expertise and dedication to advocating for youth are helping to create a brighter future for our students.

The Washington State Behavioral Health Student Assistance Program (BH-SAP) is a testament to the importance of school-based behavioral health services. Originally piloted with federal ESSER relief funding, the AESD program has now expanded statewide through strategic state investments. The BH-SAP operates within a Multi-Tiered System of Support (MTSS) framework, enhancing staffing capacity at regional and local levels to ensure sustainability and effectiveness.

During the 2023-2024 school year, the AESD BH-SAP made significant strides across the state:

• 2,703 students received intervention services.
• 1,507 awareness events were conducted across 60 districts, focusing on suicide prevention, bullying prevention, substance use prevention, and mental wellness.
• 56 Behavioral Health Leadership Clubs were coordinated by SAPs to promote youth engagement and peer leadership.

Funding received for Student Assistance Professionals through state apportionment is just one source to fund this important work. Other funding sources include Health Care Authority (CPWI), state grants, and local ordinances. For example, An additional 100 SAPs are funded statewide through CPWI and served over 4,400 students in the 2023-2024 school year.