Community Resource Mapping Project

Objective

To identify and categorize available school-based and community-based resources that can support students needing professional help.

Instructions

1. Form Small Groups: Work in groups of 3-4 people.
2. Brainstorm School-Based Resources: List all the resources available directly within our school (e.g., school counselor, nurse, special education department, administration, specific programs, teachers who are trained in certain areas, etc.).
3. Brainstorm Community Resources: Think about resources in our local community that students and families can access (e.g., mental health clinics, food banks, youth centers, crisis hotlines, family services, medical clinics, after-school programs, tutoring services, etc.).
4. Categorize & Detail: For each resource, consider:
   • Resource Name: What is it called?
   • Type: School-Based or Community-Based?
   • Contact Information: How can someone reach them (phone, website, location)?
   • Services Provided: What kind of help do they offer?
   • Referral Process: How would a student or family typically access this resource?
5. Identify Gaps: Discuss if there are any significant gaps in the resources available to our students and community.

Deliverable

Prepare to share your group's top 3-5 most important or unique resources from both school and community categories with the larger group. Be ready to explain why these resources are valuable and how students can access them.

Group Notes & Resource List:

Referral Conversation Scripts

These scripts are designed to help you practice initiating conversations with students who may need professional help. Remember to adapt these to your comfort level and the specific student's situation. Focus on empathy, active listening, and providing support without diagnosing or offering therapy yourself.

Scenario 1: Academic Struggles & Possible Anxiety

Student Situation: A student, Alex, who usually performs well, has recently started missing assignments, seems withdrawn in class, and looks tired. You've noticed a significant change in their demeanor.

Educator: "Hi Alex, do you have a moment to chat? I've noticed a few changes recently, and I just wanted to check in to see how you're doing."

Student: "I'm fine, just a lot going on."

Educator: "I understand. It sounds like things might be a bit overwhelming right now. I've noticed you've been quieter and some assignments are coming in late, which isn't typical for you. I care about how you're doing, and I want to make sure you have the support you need. Sometimes when things feel like 'a lot,' talking to someone can really help. Have you ever thought about speaking with our school counselor, Ms. Davis?"

Student: "I don't know... what would I even say?"

Educator: "She's really great at listening and can help you figure out what's making things tough. It's a safe space to talk about anything that's on your mind, whether it's school stress, things at home, or just feeling overwhelmed. I could even walk you down to her office if you'd like, or we could look up her contact info together. It's completely confidential, and she's there to support students."

Scenario 2: Behavioral Changes & Conflict at School

Student Situation: A student, Ben, has been getting into arguments with peers more frequently, showing increased irritability, and has had a few outbursts in class that are out of character.

Educator: "Ben, can we talk for a few minutes after class? I want to understand what's been going on."

Student: "(Sighs) What now?"

Educator: "I've noticed you've been having a tough time lately, and it seems like you're feeling a lot of frustration. The outbursts aren't like you, and I'm concerned. Sometimes when we have big feelings, it helps to talk to someone who can help us sort them out. Have you ever considered talking to Mr. Chen, our school social worker? He's really good at helping students work through challenging situations and feelings."

Student: "I don't need to talk to anyone. I can handle it."

Educator: "I hear that you feel you can handle it, and I believe you're strong. And sometimes, even strong people benefit from having an extra person in their corner, especially when things are tough. Mr. Chen can help you find strategies to manage these feelings and situations better. It's not about being weak, it's about being proactive. How about we just walk by his office, and you can see if you feel comfortable? No pressure to stay, just to see what resources are there for you."

Scenario 3: Social Withdrawal & Signs of Sadness

Student Situation: A student, Chloe, has stopped engaging with friends, eats lunch alone, and often appears sad or tearful. Other teachers have also expressed concern.

Educator: "Chloe, could I steal you for a quick chat? I've noticed you've been a bit quiet lately, and I just wanted to see if everything is okay."

Student: "Yeah, I'm fine."

Educator: "You know, sometimes when we say we're 'fine,' we're actually going through a lot. I've noticed you haven't been hanging out with your friends as much, and sometimes you look a little sad. I want you to know that it's okay not to be okay, and there are people here who want to support you. Our school psychologist, Dr. Lee, is an amazing resource for students who are feeling down or struggling with friendships. Have you ever thought about talking to her?"

Student: "No, I don't want to make a big deal out of nothing."

Educator: "It's never a 'nothing' when a student is feeling sad or isolated. Your feelings are important. Dr. Lee can offer a safe, confidential space to talk through what you're experiencing, and she can help you find ways to feel better. It's not about making a big deal; it's about taking care of yourself. I can help you find a good time to meet with her, or even just give you her information if you prefer to reach out yourself."