[00:00:00]
Welcome everyone to The Principal’s Handbook. I’m so excited to have Dr. Hayley Watson with us today. She’s a clinical psychologist from Open Parachute, and she’s here to talk about mental health in schools. Welcome to the podcast, Hayley.

Hayley:
Thank you so much for having me. It’s such a pleasure.

Barb:
Could you start by telling us about your background and what you do at Open Parachute?

Hayley:
Absolutely. I’m a clinical psychologist who has worked with young people and families across a wide spectrum—from private practice to supporting chronically absent students who’ve fallen through the cracks of social services, and everything in between.

At Open Parachute, we create resources for schools that make it easy for teachers to teach mental health skills to students. Our goal is preventative. We know tier two and three supports are essential, but what’s often missing is a base skill set—an understanding of how to support ourselves, both for adults and students.

How do we make choices that support our well-being? How do we change our thoughts during difficult situations? Teaching this skill set equips the whole school community to navigate challenges more effectively and prevents constant firefighting.

As a psychologist, I could only help one student at a time, and often only those who could access services. My passion is getting these skills into everyone’s hands so all can thrive long term.

[00:02:00]

Barb:
That really resonates. When I was a principal, my school counselor was wonderful and wanted to do mental health lessons. We tried many formats to ensure students got the most benefit and that teachers could reinforce the learning, especially after discipline incidents. We found that lessons taught without teacher involvement had no carryover. So, I love the idea of teachers delivering the lessons—they get more buy-in and can reinforce the skills daily.

Hayley:
Exactly. What’s crucial is a shared language. Mental health skills need to be taught explicitly, like reading or math, and reinforced consistently. Teachers often feel helpless because they lack training in this area. Our resources empower them to have effective conversations and create mentally healthy classroom environments that support thriving.

Barb:
That’s so true. And when teachers teach these lessons, they also learn the skills themselves. For example, a counselor once taught fifth graders that thoughts create feelings, which create actions. That’s exactly what I teach as a life coach! But adults often don’t know that.

Hayley:
Absolutely. Our lessons include peer voices—real students sharing authentic experiences. Everyone learns from these stories—teachers, leaders, and students alike. It builds collective wisdom and power.

Barb:
What suggestions do you have for school leaders who recognize the importance of mental health but face time constraints or pushback from teachers?

Hayley:
Two things stand out: time and pacing. Leaders need to carve out time for mental health skill teaching and tie it into the curriculum, so it’s prioritized and not an “extra” teachers must figure out on their own.

Also, start slow. Don’t overwhelm teachers with new initiatives. Think long-term—five to ten years. Begin with a small pilot group of enthusiastic teachers and build from there.

It’s key to focus on buy-in by explaining the “why” and involving teachers collaboratively, not dictating from the top down. Teachers should feel this initiative supports their needs and challenges, making it relevant and helpful.

[00:07:00]

Barb:
That makes sense. I also found it helpful to front-load lessons early in the year while routines are forming, then refer back throughout the year.

Hayley:
Definitely. Consistency throughout the year is crucial. Having a framework gives teachers confidence—they’re not left scrambling to respond to bullying or disengagement without a plan.

Also consider training all staff who interact with students—playground monitors, cafeteria workers—because behavior often shows up outside the classroom.

Barb:
Yes! We had big challenges with recess behaviors because kids didn’t know how to play sports appropriately. They needed skills to handle losing or frustration.

Hayley:
Exactly. A whole-school approach ensures everyone understands behavior and mental health, and responds helpfully rather than reacting emotionally. We all default to our first, often unhelpful, responses, so we need frameworks to slow down and guide students effectively.

Barb:
With laws changing about suspensions and exclusions, especially in early grades, this shift in perspective is even more critical.

Hayley:
Yes. The question is always “why” a behavior is happening. Addressing root causes like anxiety or embarrassment helps break the cycle of recurring behaviors.

If the tier one curriculum isn’t enough for some students, what do you recommend?

Hayley:
That’s when tier two and three supports come in. Group interventions can be powerful for students facing similar challenges. Creating safe spaces for honesty and vulnerability helps students break through barriers.

One-on-one supports (tier three) are also important for some. Consequences still matter, but we want to understand the deeper needs driving behavior, not just react punitively.

Barb:
What about supporting teacher mental health? I know I didn’t always feel equipped for that as a principal.

Hayley:
Staff wellbeing is essential. Use professional development to teach staff mental health skills and strategies for self-care. But the biggest leverage point is role modeling.

When leaders openly prioritize their own mental health, share strategies, and create safe spaces for honest conversations, it sets the tone. It breaks the stigma that leaders must always be stoic.

Without this, staff might hide struggles, leading to burnout and absenteeism. It’s hard, but vital for leaders to demonstrate and normalize wellbeing practices.

Barb:
Boundaries are important too. Principals shouldn’t email teachers at 7 p.m. telling them to take breaks!

Hayley:
Exactly. Leaders set the tone. If you preach wellbeing but model overwork, it’s hard for staff to follow. It’s like parenting—kids notice if you don’t practice what you preach.

Barb:
What data can principals use to evaluate the effectiveness of mental health initiatives?

Hayley:
Many surveys exist, but measuring how people feel at a moment can be misleading—it depends on mood or recent events.

Schools can’t control students’ mental health or external stressors, only the skills we teach them. So measure skill acquisition instead.

Use scenario-based questions, teacher observations, and assessments of skill use. This approach focuses on what schools can influence—students’ ability to manage challenges.

Barb:
That aligns with my experience. Staff surveys also vary greatly depending on timing and stress levels.

Hayley:
Exactly. Keep in mind seasonal stressors like holidays or testing periods when interpreting survey results.

Barb:
I love the metaphor you shared: we don’t put kids behind the wheel without driving lessons. We need to teach mental health skills before crises occur.

Hayley:
Yes! Life will have challenges. The question is whether students have tools to navigate them without spiraling.

Better to overprepare than underprepare and risk preventable issues.

Barb:
That’s powerful. Any final thoughts?

Hayley:
Mental health in schools feels overwhelming because of all the competing demands and pressures.

Start small, focus on manageable steps, and think long term. The first step is the hardest, but momentum builds.

I want to thank educators and leaders for their hard work. Trust that your efforts matter, even if results aren’t immediately visible. In 10 years, you’ll see the difference you made.

Barb:
Absolutely. It’s a long game, but the impact is real.

How can listeners connect with you?

Hayley:
Visit openparachuteschools.com for resources and my book. Find me on LinkedIn as Dr. Hayley Watson—I’d love to connect with educators worldwide.

Barb:
Thank you so much for joining us today, Hayley.

Hayley:
Thank you for having me!