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eLuma’s 2025 State of Student Mental Health Report Calls for Sustainable, System-Wide Solutions in K–12 Schools

The Student Mental Health Crisis Isn’t Going Away. It’s Time to Act. For years, schools have worked tirelessly to respond to what many believed was a temporary mental health crisis tied to the isolation and upheaval of the pandemic. Educators and families hoped that as classrooms reopened and routines returned, students would regain their footing. But the latest data tells a different story. According to eLuma’s 2025 State of Student Mental Health Report, the crisis hasn’t eased in the five years since COVID-19 shut down schools nationwide. Nearly six in ten school-based providers say student mental health has worsened over the past year, while only four percent report improvement. Anxiety, depression, and behavioral challenges continue to rise, shaping students’ ability to learn, connect, and thrive. These findings make one thing clear: what we are facing is not a temporary setback. Schools are facing a long-term shift that demands immediate, coordinated, and sustained action. Among those who have witnessed this shift firsthand is Kay Kelly, Mental Health Clinical Services Specialist for eLuma and an experienced licensed school psychologist. Kay has worked in school-based mental health for over a decade, providing direct services, consultation, and leadership to support students’ mental health needs.

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Early Identification, Real Impact: The Case for Universal Screening in Education

How eLuma and SSIS are helping schools strengthen resilience and student well-being through unified systems of support While national headlines question whether school mental health screenings “turn students into patients,” schools are doing everything they can to support growing student mental and behavioral health challenges in the face of limited resources and ongoing staffing shortages. Educators and providers report an ongoing trend: students are increasingly stressed, anxious, and disconnected from learning. Universal behavioral health screening provides schools with a proactive way to identify concerns and respond before small challenges become barriers to learning. National organizations like NASP recommend universal screening within a multi-tiered system of supports (MTSS) to ensure students receive the right level of support as early as possible. Still, some remain uncertain about how these tools fit into the larger picture of student support. The real question isn’t whether schools should screen students, but rather whether they have the systems in place to act on what they find. When used effectively, universal screening is not a medical tool; it is an educational strategy for identifying social and behavioral health needs in a scalable, equitable manner that improves academic outcomes for all students. Key Takeaways Early Identification Matters: A

Ethical AI in Student Support Services: Balancing Accuracy, Efficiency, and Student Safety

AI is here, and it is changing the way schools operate. For student support teams, this can feel exciting, intimidating, and even concerning. Many educators and clinicians are asking important questions: Can AI really help me spend more time with students, or will it create more work and risk? How do I protect sensitive student data while using these tools? Could mistakes or bias hurt the students I am trying to support? AI is not a magic solution, even though some folks may portray it as one. It is a tool, and only a predictive one at that. And like any tool, its impact depends on how it is used. In Student Support Services, where special education, counseling, behavioral health, and related services come together, AI’s potential is significant, but so are the stakes. While this article focuses specifically on how school staff and student support teams can use AI responsibly in their work, it is essential to acknowledge that student use of AI raises its own serious concerns around student mental health, learning integrity and equity, data privacy, and over-reliance. We strongly encourage readers to explore those risks more deeply as they develop district-wide AI guidance. Key Takeaways AI

Speech IEP Goals: Speech Therapy Made Simple

Speech IEP (Individualized Education Program) goals are a key part of a speech-language pathologist’s (SLP) role in schools. These goals support a wide range of needs that shift with age, learning stage, and each child’s unique communication profile. But writing clear and effective goals can be challenging. SLPs often have to determine specific areas of need, make sure goals are measurable, and collaborate with both the student’s family and school team. Key Takeaways Speech IEP goals are tailored to each child, depending on their age, educational needs, and specific language challenges (speaking, reading, and writing). Goals need to be clear, measurable, and time-bound to support consistent progress tracking. Using SMART strategies and a structured goal bank can make speech IEP planning easier and more effective. Why Strong Speech IEP Goals Matter Well-written goals are more than just paperwork. They give direction to therapy sessions and provide a shared understanding across the student’s IEP team. Specific, measurable goals keep services aligned with the student’s needs and support meaningful collaboration between the SLP, family, teachers, and other professionals. In this blog, we’ll walk through best practices for writing speech IEP goals, explore examples by category, and share the example goal bank to

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