The Nevada Trauma Informed Services in Schools (NTISS) objectives and activities proposed in this application seek to build an interconnected systems framework encompassing schools and community behavioral health agencies, as well as enhance existing MTSS initiatives for Lyon and Churchill County school districts and Pyramid Lake Junior/Senior Tribal School.
The goals of Nevada’s NTISS Grant are as follows: Improve school-based health services to address trauma in schools across tier 1, (prevention) tier 2 (referrals, supports, groups), and tier 3 (services).
The efforts and impact of this project will increase the installation of universal (tier 1), selected (tier 2), and indicated (tier 3) evidence-based practices to address trauma in schools utilizing an Interconnected Systems Framework (ISF). This project will enhance the collaboration amongst community-based clinical providers and school site Multi-Tiered Systems of Support (MTSS) teams to; 1) increase identification through universal and targeted trauma screening practices, 2) strengthen the continuity of care between school and community-based tier 2 and tier 3 services; and 3) expand the breadth and depth of treatment options for children, youth, and their families. This project will support Tier 1 supports for 13,000 students and enhance access to over 100 students annually to Tier 2 and 3 interventions and supports, with an objective of providing 650 students access to trauma-informed services by the end of year 4.
Nevada consistently ranks near the bottom of every positive academic and mental health outcome, and near the top of every negative academic and mental health outcome. The needs of students and families across the Silver State are considerable, with the economic impacts of the COVID-19 pandemic only adding to an already a dire situation for many in our most vulnerable populations. Increasing rates of suicidality, depression, anxiety, and other significant health indicators coupled with extreme shortages in resources to address those needs combine to create a mental health system that is wholly unprepared to respond, especially in times of crisis. The state’s unique geography and structure of local school districts further contributes to these challenges by creating inequitable access to critical mental health services.
