12 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT | ANNUAL REPORT 2025–2026
Social-Emotional Learning and Mental-Behavioral Health Update
integrating clinical partnerships, staff training, and proactive monitoring to miti- gate transition-related
DATA-BASED DECISION MAKING ABRSD uses data to support student mental and behavioral health. We use the DESSA-2 Rating Scale (grades K-6) to track student progress. For older students, we use feedback surveys, SOS screenings, and the Youth Risk Behavior Survey (grades 6, 8, 9-12). By combining this data with daily records—such as attendance, nurse visits, and behavioral reports—our teams can identify which students need extra support and assign resources effectively. The 2026 Youth Risk Behavior Survey results will be available in late summer or early fall. MENTAL HEALTH PARTNERSHIPS We have strengthened our mental health infrastructure by expanding community partnerships: • Cartwheel: Provides rapid access to telehealth, including therapy, psychiatry, and parent guidance. Staff short-term therapy is also available. A new family self-referral pathway streamlines access this year. • Care Solace: Offers 24/7/365 multilingual support for mental health and substance treatment with “warm handoffs” to providers. This service is avail- able to all students, staff, and their families via a self-referral platform. AB FORWARD TRANSITION (K-6) The elementary leadership and mental health teams implemented a data-driven, risk-stratified framework to support student well-being during district reorgani- zation. This initiative centered on psychological safety,
stressors. Additionally, the district formed an advisory committee with community mental and medical part- ners to provide specialized guidance and developed new resources for families and staff to ensure transpar- ent communication, stability, and continuity of care. CONCLUSION We are focused on proactively cultivating a culture of care that supports all students. Our goal remains providing equitable, high-quality mental health support, ensuring every student has the tools to thrive. This commitment ensures our schools remain spaces where every child feels seen, supported, and empowered to succeed.
Building on the momentum of the 2024-2025 school year, ABRSD prioritizes student well-being through data-driven systems and comprehensive support.
TIER ONE: SOCIAL-EMOTIONAL LEARNING FOR ALL
ABRSD uses the Second Step curriculum for Tier 1 SEL instruction. This work is anchored by the CASEL frame- work, our Vision of a Graduate, and elementary SEL “Can Do” Statements. These concepts are integrated into daily school practices and core academic instruction. For grades K-6, we also use the Responsive Classroom approach. Additionally, grant funding is supporting new K-8 work with Dr. Alex Hirshberg. This initiative focuses on evidence-based classroom supports for self-regulation and collaborative problem-solving, including the development of student break spaces.
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