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Expanding Access to Mental Health Services in Schools at Wyoming

Student name

Institution

Course

Instructor

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Expanding Access to Mental Health Services in Schools at Wyoming

Introduction

Mental health within youth has emerged as a pressing public policy issue across the

United States, and the state of Wyoming is no exception. In recent years, alarming rates of

depression and suicidal thought among K–12 students have underscored the urgent need for

effective, accessible cognitive health services in institutions. As someone deeply passionate

about educational equity and youth well-being, I have chosen to focus on expanding access to

school-related mental well-being services in Wyoming. This paper explains the roots of this

interest, discusses how I intend to stay informed about the issue, and outlines specific resources

—ranging from government websites to academic journals and legislative tools—that will help

guide my advocacy efforts.

Personal Interest in the Policy Issue

The Intersection of Mental Health and Education

My interest in advocating for expanded mental services at institutions is because I have

long been concerned about ties between education and cognitive health. Most of students’ time is

spent in school during crucial childhood years. Yet, students in Wyoming, especially in rural

places, do not have much access to professional help for mental health problems as a result of

logistical, financial, and cultural limitations. The resulting gaps in care intimidate their emotional

and psychological well-being, as well as affect their academic grades, behaviors, and future

results in life. The Centers for Disease Control and Prevention (2024), highlighted that schools
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can aid mental fitness through prevention, swift intervention, and by establishing a safe,

supportive context. The Mental Health Action Guide from the CDC explains that promoting

student emotional and cognitive well-being results in improved classroom behavior, better

engagement, and better relationships, all which are vital for academic merit (CDC, 2014).

A Wyoming-Specific Lens

Wyoming's low population density and geographic spread create challenges in access to

care. Many schools in the state do not employ full-time counselors or psychologists, and external

referrals can require students to travel hours for appointments. Expanding school-based mental

health infrastructure—such as telehealth options, counseling staff, and crisis intervention teams

—could bridge this gap and address issues early, before they escalate into crises. Furthermore,

Wyoming law (Wyoming Statutes §14-3-205, 2021) authorizes that academic personnel report

suspected child abuse or neglect, emphasizing the role educators and school staff play in the

broader protective network for children (Justia, 2021). Yet, without proper mental health

infrastructure, these professionals may be under-equipped to offer or connect students to the

services they need. My commitment to this issue is rooted in a belief that every child—regardless

of geography or socioeconomic status—deserves a safe, supportive school environment that

addresses their mental and emotional needs.

Staying Informed

To advocate effectively for this policy, I must remain informed about both the broader context

and specific legislative and institutional developments within Wyoming. This section outlines the

specific resources I will utilize.

Government and Legislative Resources

Wyoming Department of Education (WDE)

The WDE offers valuable updates on state education policies, program implementation,

and school-based mental health initiatives. By regularly monitoring the WDE website and

reviewing their mental health program reports—such as those related to school-based wellness

programs—I can stay informed about the scope, funding, and challenges associated with

delivering mental health services in Wyoming schools. We depend on these resources to learn

about our current infrastructure and find places it can be improved or developed.

Wyoming State Legislature

To track relevant legislation and budget, I will rely on the official website of the state

legislature and monitor the movements of committees such as the Joint Education Committee

and the Joint Labor, Health, and Social Services Committee (States of Wyoming, 2025).

Reviewing committee times, minutes from their meetings, and changes in laws will help me stay

informed and find chances to recommend better cognitive care in K–12 schools.

Child Protective Services and Related Legal Requirements

Both teachers and mental health workers in Wyoming schools need to know about legal

responsibilities related to child safety. Anyone in Wyoming who knows or suspects of child

abuse or neglect must make an immediate report to child protective services or local authorities,

according to Wyoming Statute section 14-3-205 (Wyoming statutes, 2021). Besides reporting

incidents, each school’s staff should also inform the school’s leaders, who then share the
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responsibility for proper reporting. If someone reports harassment, extra protections stop

employers from punishing them for making a report, but giving false reports comes with

consequences. Moreover, the Wyoming State Statute 14-3-206 explains rules for handling cases

of suspected abuse which involve photographs, x-rays and thorough written reports for use in

investigations and any needed legal process. Complementing these mandates are professional

regulations found in the Psychology and Behavioral Analyst Statutes (Title 33, Chapter 27),

which frame the ethical and legal expectations for licensed practitioners (Justia, 2022). Together,

these statutes form the legal backbone of child protection within school-related mental well-

being services, ensuring that professionals are both empowered and obligated to act in the best

interests of vulnerable students.

Mental Health Advocacy Organizations

National Alliance on Mental Illness (NAMI)

The NAMI is a key organization for receiving updates on advocating for youth mental

health and using the best approaches in schools. By subscribing to their newsletters and policy

alerts via their website, I can access timely updates, reports, and webinars that shed light on both

national trends and state-specific opportunities for engagement. This organization emphasizes

three key messages for promoting cognitive fitness awareness in schools: it is okay to talk about

mental illness, there is no shame in seeking help, and there is hope after diagnosis (NAMI,

2020). The objective is to make mental health less mysterious, foster conversations, correct

common myths and introduce consistent language for mental illness.

Academic and Professional Resources

Journal of School Psychology

With articles on school mental health programs, research findings and outcomes, the

Journal of School Psychology makes it possible for discovering top methods in educational

mental health. One recent article by Howard et al. (2024), analyzed the accessibility and

effectiveness of such interventions especially for migrant youth. It synthesized 38 studies

published from 2002 to 2023 and found that although migrant students are at greater risk for

mental health problems, their needs remain unsupported in schools. The team learned that

cultural and environmental factors such as stigma, the pressure to adapt to a new country, and

family-school-provider relationships are usually not included in existing interventions.

National Center for School Mental Health (NCSMH)

The NCSMH gathers and shares important policy briefs, research resources, and advice

for helping schools with mental health care. Through their website, NCSMH offers valuable

insights into how different states design, structure, and fund mental health programs in K-12

schools (NCSMH, 2024). Their policy briefs are specifically vital for comprehending the diverse

approaches and frameworks utilized across the country. This is why they are useful for anyone

trying to boost or improve mental health help at schools.

Local Engagement

School Board Meetings

Participating in local school board meetings will give me an opportunity to judge the

implementation of policies and hear what schools and families face. They enable us to learn
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about immediate challenges schools face when supporting mental health and to catch any

differences between government policies and everyday reality. They also create chances to meet

decision-makers and encourage better action for mental health. By observing public commentary

and administrative responses, I can better understand community priorities and the political

dynamics shaping school-based mental health initiatives.

Professional Conversations

Connecting with school counselors, nurses, and psychologists helps me understand the

on-the-ground reality of mental health challenges and service gaps. Building relationships with

these professionals also aligns with the ACA Code of Ethics Section D, which emphasizes

collaboration with other professionals (ACA, 2014).

Ethical and Legal Framework

It is vital to learn what is allowed and expected in society before taking action for youth mental

health.

ACA Code of Ethics (2014)

The 2014 ACA Code of Ethics outlines key principles that guide the ethical delivery of

mental health services in school settings. Particularly relevant sections include Section A, which

emphasizes prioritizing the client’s welfare; Section B, which focuses on protecting client

confidentiality; Section D, which encourages collaboration with other professionals; and Section

E, which stresses the importance of competent evaluation and assessment. These ethical
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standards are critical to ensuring that any expansion of school-related cognitive health services is

implemented responsibly and with the best interests of students in mind (ACA, 2014).

State Law and Confidentiality

The Wyoming Code of Civil Procedure (Section 1-43-102) emphasizes the

confidentiality of mediation and communication, relevant in school-based conflict resolution and

student privacy. This legal protection supports the creation of safe, trusting environments where

students can speak openly without fear of exposure. In school mental health settings, such

confidentiality can be essential for effective peer mediation programs and counselor-student

relationships. Additionally, psychologists in Wyoming must follow strict standards related to

competence, client confidentiality, and multiple relationships, as described in the Wyoming

Administrative Code (2024b) (Justia, 2024b). These ethical and legal frameworks safeguard

students' rights and should guide any policy changes or new service models introduced in

schools.

Why It Matters and the Path Forward

Expanding access to mental well-being facilities in schools is not just about adding more

counselors; it’s about building an ecosystem of care that includes preventive education, early

identification, crisis response, and family engagement. The CDC (2024) describes practical,

school-related strategies such as Multitiered Systems of Support (MTSS) that can help plan

school-based support that matches the needs of students. Schools that make students feel safe

and cared for experience fewer traumatized students and encourage better learning. Wyoming

has put in place important legislation, ethical practices and administrative systems that will help
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with the transformation. What remains is public will, funding, and coordination. My aim is to

help transform education by staying informed, cooperating closely with the professionals, and

bringing student concerns to attention at both state and community level.

Conclusion

In summary, expanding access to school-based cognitive health services in Wyoming, is

an urgent and necessary step toward addressing youth mental well-being challenges. This matter

feels personal to me, since it impacts educational prosperity, equal opportunities, and lifelong

health. By actively coordinating with credible resources—such as the Wyoming Department of

Education, national advocacy organizations like NAMI and MHA, and academic journals—I will

stay informed and effective in the advocacy. Given the understanding of ethics, the law, and how

to put things into practice, I feel that Wyoming can lead the way in youth mental health. We

should not wait any longer, as schools will be our most effective platform for creating change.
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References

American Counseling Association. (2014). ACA Code of Ethics. American Counseling

Association. https://www.counseling.org/docs/default-source/default-document-library/

ethics/2014-aca-code-of-ethics.pdf

CDC. (2024, December 4). Promoting Mental Health and Well-Being in Schools. Mental Health

Action Guide. https://www.cdc.gov/mental-health-action-guide/about/

Justia. (2021). 2021 Wyoming Statutes :: Title 14 - Children :: Chapter 3 - Protection :: Article

2 - Child Protective Services :: Section 14-3-205 - Child Abuse or Neglect; Persons

Required to Report. Justia Law.

https://law.justia.com/codes/wyoming/2021/title-14/chapter-3/article-2/section-14-3-205/

Justia. (2022). 2022 Wyoming Statutes: Title 33 - Professions and Occupations :: Chapter 27 -

Psychology and Behavior Analysts :: Section 33-27-123 - Privileged Communication.

Justia Law. https://law.justia.com/codes/wyoming/2022/title-33/chapter-27/section-33-

27-123/

Justia. (2024). 2024 Wyoming Statutes: Title 1 - Code of Civil Procedure :: Chapter 43 -

Mediation :: Section 1-43-102 - General Rule of Confidentiality. Justia Law.

https://law.justia.com/codes/wyoming/title-1/chapter-43/section-1-43-102/

Justia. (2024b). Wyoming Administrative Code | Agency 068 - Psychology, Board of | Sub-

Agency 0001 - Psychology, Board of | Chapter 15 - ETHICS | Section 15-3 - Rules of

Conduct. Justia Law. https://regulations.justia.com/states/wyoming/agency-068/sub-

agency-0001/chapter-15/section-15-3/

NAMI. (2020, April 10). Three Powerful Messages for Promoting Mental Health Awareness in

Every School. NAMI. https://www.nami.org/education/three-powerful-messages-for-

promoting-mental-health-awareness-in-every-school/

NCSMH. (2024). National Center for School Mental Health (NCSMH) | University of Maryland

School of Medicine. Www.schoolmentalhealth.org. https://www.schoolmentalhealth.org/

States of Wyoming. (2025). Legislative Service Office. Wyoleg.gov.

https://wyoleg.gov/Legislation/committeeBills/2026