Collaborative Care: Supporting Students Beyond the School Setting

As psychologists, regardless of our setting, we share a common goal: to provide inclusive, person-centred care that supports wellbeing, development, and functioning of individuals we work with.  

While the purpose is shared, the contexts we work within can look very different.  

School Psychologists play a critical role in early identification and intervention to aid in preventing concerns from escalating. As a result, student outcomes are often improved. School Psychologists possess specific skills across areas of behaviour, learning, and mental health and wellbeing, such as:  

• Working to improve the systems around a student. For example:  

• Delivering professional development. 

• Reviewing school policies. 

• Advocating and supporting the implementation of evidence-based practices for learning, behaviour, and wellbeing.  

• Helping others to support students. For example:  

• Consultation and collaboration with school staff, families, and agencies 

• Targeted professional learning for school staff.  

• Delivering parenting programs to parents.  

• Directly supporting the young person. For example:  

• Direct observations. 

• Brief counselling. 

• Completing psychometric assessments.  

• Attending case conferences. 

A typical school day rarely unfolds as planned. Scheduled assessments may be interrupted by urgent wellbeing concerns. Lunchtimes become crisis response windows. Reports are written in fragments throughout the day, in between meetings and consultations. A School Psychologist’s responsibilities are carried out in a highly dynamic environment, often balancing large caseloads, and complex student needs on top of administrative duties and the unpredictability of school life. As such, there is often limited capacity to provide ongoing, intensive, and direct support.  

School Psychologists are perfectly positioned to be the bridge linking young people and their families to mental health support outside of schools. They know the service landscape well, and the individual needs of families they are working with, enabling effective referral and partnership with these services for more intensive, ongoing support. Below are some examples when additional support from a private psychologist may be necessary:  

• Ongoing therapeutic support. Students requiring regular, long-term intervention that exceeds the capacity of school-based services.  

• Assessment beyond scope. School Psychologists are well placed to conduct holistic assessments to understand how multiple factors might be contributing to the student’s wellbeing and academic performance (e.g., assessing the student’s cognitive abilities, academic skills, and socio-emotional functioning) to generate individualised school accommodations and supports. However, comprehensive diagnostic assessments of ADHD and Autism are not available within schools and require referral.  

• Family dynamics. Situations when broader family support or parent coaching is needed beyond what can be reasonably provided in a school setting.  

• Complex presentations. Co-occurring concerns may require more intensive, individualised intervention beyond the support schools and School Psychologists can offer.  

The role School Psychologists play is deeply valued and works complementary alongside psychologist. In situations where a student may benefit from additional or more individualised support, this can be explored collaboratively with caregivers in a strengths-based way, with options that feel appropriate for the individual and family. Where helpful and with consent, sharing relevant information can support a more targeted and efficient process.  

If this feels like something that could support a student you’re working with or taking care of, you’re welcome to explore our resources or reach out to learn more about how we can work alongside you. 

Our team is here to help. Together, we can support and ensure that each young person and their family receive the care they need to thrive.