As student mental health needs continue to rise, school districts across Oklahoma are building more comprehensive systems to support students — recognizing that academic success depends on far more than what happens in the classroom.
At Tulsa Public Schools, that work has been years in the making. The district has developed a layered approach that combines social-emotional learning, on-campus support and extensive community partnerships.
“We sort of built that foundation of resiliency and wellness structures,” says Stephanie Andrews, executive director of Student and Family Support Services.
Today, the district partners with nearly 40 mental health agencies, many of which provide services directly
on campus.
On any given year, those external partners serve between 4,000 and 5,000 students, Andrews says, while broader supports — from counseling groups to social workers and crisis response teams — reach tens of thousands more.
“We’re pretty convinced that with all those services, we hit around 20,000 or 21,000 of our students every year,”
she says.
That network allows schools to respond quickly, whether a student needs ongoing therapy or immediate intervention during a crisis. But Andrews emphasized that schools are not meant to replace mental health systems — they are part of a larger ecosystem.
“We’re in the business of school,” she says. “But we’re willing to reduce any barriers and do everything we can to make sure students can graduate.”
In Tulsa, that philosophy centers on supporting the “whole child,” addressing mental health, wellness and family needs so students are better positioned to succeed academically. Even so, challenges persist.
“Our students are very different than they were even five years ago,” Andrews says. “Even with this amazing support, our teachers still feel under-resourced in knowing how to handle many of the challenging situations our young people are experiencing.”
In Oklahoma City Public Schools, leaders are also working to shift from reactive responses to more proactive support systems.
“We really promote making sure those foundational things are in place for our students so that they can learn,” says Petra Woodard, executive director of counseling, college and career readiness. “If they’re not present, mentally and physically, you can’t teach them.”
Rather than relying solely on counselors, OKCPS has focused on equipping teachers and administrators with the ability to recognize early warning signs and respond to student needs in real time.
“Historically, mental health has been treated like a fire: we call people to come put it out,” Woodard says. “What we want now is for educators to recognize the sparks early.”
The district has also invested in a K–12 curriculum focused on resilience, character development and future planning, helping students connect their current experiences to long-term goals.
“If students are connected to their future, they’re more likely to see value in what they’re doing now,” Woodard says.
Both leaders stressed that schools cannot do the work alone. Strong partnerships with families and community organizations remain essential to sustaining progress.
“It’s going to take all of us,” Woodard says.
As Oklahoma schools continue to evolve, one thing is clear: supporting student mental health is no longer an added service, it’s a fundamental part of helping students learn, grow and prepare for what comes next.
