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Why don’t Schools offer “mental health days”?

You hear a lot of discussion these days about “self-care,” being mindful of our physical, mental and emotional health with healthy eating, exercise, sleep and recreation. It’s not self-indulgence. It’s necessary for our well-being. But sometimes, that concerted effort just isn’t enough to truly achieve the goal of balance. Life happens.

How do we achieve balance in the workplace? Are our school leaders recognizing the need to provide mental health days? Would it be more beneficial to the school, not just the counselors, to provide a little extra time off to address mental health needs?

Over half of workers surveyed said they feel “used up” at the end of the workday, according to research by the Society for Human Resource Management. Their data show that workers who are burned out from work are nearly three times more likely to be actively searching for another job.

A counselor in need of a mental health day may be physically at work, but their mind is on other things. They could be depressed or experiencing seasonal affective disorder (SAD), but they don’t want to take a sick day.

In a quick survey I did over the holidays, less than 5 percent of respondents said their employer gave them additional PTO for mental health days. While they can take a mental health day out of their usual allocation of PTO, they choose to save those hours for serious physical illness, caring for sick children, doctor’s appointments and needs of aging parents.

In other words, PTO isn’t always “time off.” It’s packed with stress, responsibilities and time constraints. It’s a day doing your other job.

Don’t teachers and counselors deserve specific time allocated to recharging? A day when they can regroup, reorganize and get their energy level back? Schools may get a much better work product if they provided staff the extra time they need for themselves.

Nine states require employers to make mental health an approved reason to take paid time off. Even in states without specific mental health day laws or broad sick leave legislation, many employers voluntarily offer mental health days or flexible PTO policies. That’s moving in the right direction.

A few companies, most notably LinkedIn, Nike, NerdWallet and Duolingo do provide mental health days, but they tend to be on the company’s schedule. Duolingo, for example, shuts down for two weeks every summer. That’s amazing for families with school age children, but is that really giving the parent time to recharge?

Studies have documented how taking a mental health day can improve morale, retention and productivity. I wish more companies would understand the value of mental health days, acknowledge their necessity and see them, not as a cost to be borne, but a way to improve overall performance.

What can you do?

It’s important for all of us to take care of our mental health at work. Even if your school doesn’t provide PTO especially for mental health, you can help yourself do a reset.

You can always take a mental health break during your day. Just 20 minutes of quiet or guided meditation, having lunch with a headset and calming music, or a walk will give your brain a chance to reset to a calmer state.

Recognize when you need a mental health day and make a conscious decision to fit it into your schedule. If your PTO won’t allow for it, talk to human resources about making this an acceptable use of PTO.

Signs you need a mental health day may include:

●       Persistent fatigue

●       Increased irritability

●       Difficulty concentrating

●       Physical symptoms like headaches or digestive issues

●       Loss of motivation or engagement with work

●       Changes in sleep patterns or appetite

●       Increased reliance on unhealthy coping mechanisms

Then make the most of your mental health day with a bit of planning. Turn off your devices and notifications. Keep the alarm off and ease into your morning. Pick activities that will feel most restorative, whether that’s sleep, a massage, yoga, low-key activity or something creative. Make a social connection – like lunch with a friend – that you will enjoy.

Finally, whether you are a counselor, teacher or school employee, make use of some of the mental health resources available from the U.S. Department of Labor (dol.gov/mentalhealth). It includes tools and tips on how to support workers’ mental health needs.

We spend most of our waking hours on the job. Let’s all work to create room for mental health care.

Bonnie Lane, M.S., is founder of Family Support Services in Northbrook, IL, specializing in supporting families in finding treatments, facilities and options for loved ones suffering from severe mental illness or substance use disorder. Contact her at 847-651-1554 or bonnielane@thefamilysupportservices.com.

1 in 5 Gen Zers Say Parents Contact Employers on Their Behalf [Career Co-Piloting Report]

Helicopter parenting has officially entered the workplace. 

New data from Zety reveals that 67% of Gen Z workers regularly receive career advice from their parents, and for many, that support goes far beyond advice.

Coined “Career Co-Piloting,” this growing trend describes parents taking a hands-on role in their child’s early career — actively helping write résumés, contacting employers, preparing for interviews, and even negotiating job offers.

Key Findings: 

📄 44% say their parents helped write or edit their résumé/CV.
📞 1 in 5 say a parent has contacted a recruiter or employer on their behalf.
🎤 20% have had a parent join a job interview (15% in person, 5% virtually).
💰 28% report parents helping with pay or benefits negotiations (18% offered advice; 10% negotiated directly with the employer).

View the Career-Co-Piloting Report here: https://zety.com/blog/career-copiloting-report

With Gen Z continuing to reshape workplace norms, this trend raises questions about independence, professionalism, and how employers should respond when parents step into the hiring process.

Student-to-School Counselor Ratio Continues to Narrow – New Report

New Ratios Released! New data indicates the student-to-school-counselor ratio continues to narrow – reaching its lowest margin since ASCA began tracking ratios in 1986. The national student-to-school-counselor ratio was 372:1 in 2024–2025.

Read more here: https://www.schoolcounselor.org/getmedia/efe644ea-e26c-4531-82e9-ddbab422227a/24-25-Ratios.pdf

Today’s Career Market and Informing Your Students About All of Their Options

As a Counselor you must know today’s reality of the career market to advise your students.

In today’s high-tech career market, bachelor’s and master’s degrees are giving way to one-year certificates and two-year associate’s degrees for many students. This is a growing trend for careers in machine and electronics technology, AI, medical diagnostic imaging, and factory robotics.

Career and Technical Education (CTE) is now strong in middle and high schools. Dual enrollment programs with community colleges are flourishing across America.

School counselors should put less focus on elite four-year universities, and steer more
students to our innovative community colleges and state technical schools. These schools are real-world, high-level, affordable, flexible, and have very strong partnerships with local high-tech and manufacturing industry.

Three groups that counselors should have dialog with are:

1: SkillsUSA: https://www.skillsusa.org/

2: Association for Career and Technical Education: https://www.acteonline.org/

3: Technology Student Association: https://tsaweb.org/

Many students will of course pursue a traditional college path, but there are many other options with today’s career market and hopefully you discuss those with students so they can make an informed decision about all their options.

How to College for Parents – Interactive/Virtual Class

An interactive virtual class for parents of high school juniors and seniors is being offered by Andrea Malkin Brenner of Talking College for a nominal fee. This is a three-session virtual class that will help attendees gain a complete list of the critical life skills their college-bound kids should master before leaving home and tools for teaching these skills.

Session One: Change is coming! Preparing Teens for College Expectations (choice of April 8 or April 9 at 7:00-8:00 pm Eastern.

Session Two: Helping Your Teen Build Life Skills Before Leaving Home (choice of April 13 or April 14 at 7:00-8:00 pm Eastern.

Session Three: Defining Your New Role as a Soon-to-be College Parent (choice of April 21 or April 22 at 7:00-8:00 pm Eastern.

Each session will be recorded and made available to registered participants who are unable to attend a live session.

Register here: https://www.eventbrite.com/e/how-to-college-for-parents-tickets-1980266858481

“What matters most isn’t where your students go for the summer — it’s what they do with their time.”

Selective summer programs can be powerful experiences for students who are ready for them. At their best, these programs offer intellectual depth, mentorship, and immersion; experiences that most high schools can’t replicate. Students are surrounded by peers who share their curiosity, are challenged to think at a college level, and asked to engage deeply — whether through research, discussion, creative work, or collaboration. From an admissions perspective, highly selective programs help colleges see how a student functions in an advanced academic environment: Do they take initiative? Can they handle rigor? Do they contribute meaningfully to a learning community? When aligned with a student’s genuine interests, these programs often lead to growth, clarity of purpose, and experiences that naturally enrich college applications.

For high school students applying to college in the fall of 2026 or 2027, choosing a summer experience that’s intellectually rich and selective can be both personally rewarding and can help to create a more cohesive and compelling college application. Below are some of the most respected programs — with links so families can explore details and applications directly.

Research & STEM Immersion Programs

• Summer Science Program (SSP) – Immersive, five-week research-based STEM experience where students conduct real scientific research in teams on a college campus. Tracks include Astrophysics, Biochemistry, Bacterial Genomics, and Cell Biology. Applications include essays and recommendations. Financial aid is available. https://ssp.org/

• Research Science Institute (RSI) – A six-week elite summer research program at MIT for top STEM students. RSI combines advanced coursework with independent research under faculty mentorship — highly competitive with a rigorous selection process. https://www.cee.org/programs/research-science-institute

Humanities & Social Sciences

• Telluride Association Summer Seminar (TASS) – A free, six-week seminar-style program emphasizing critical thinking and discussion in humanities and social sciences. TASS offers two thematic tracks and covers tuition, room, and board at no cost to participants. Telluride Association main program page: https://tellurideassociation.org/our-programs/high-school-students/   https://apply.tellurideassociation.org/

• Princeton Summer Journalism Program (PSJP) – A free journalism-focused summer and college prep program for high school juniors from limited-income backgrounds. PSJP combines virtual workshops with an on-campus residential experience at Princeton. https://psjp.princeton.edu/

State-Sponsored Governor’s School Programs

Many states offer Governor’s School opportunities — selective and often tuition-free summer programs that bring together high-achieving students for advanced study and immersive learning. These vary by state in focus, duration, and eligibility, but generally combine residential life with academic enrichment.

• North Carolina Governor’s School – A 5½-week statewide summer residential program with interdisciplinary and arts curriculum for selected students. https://www.ncgovschool.org/

• Governor’s School of New Jersey – A tuition-free STEM-focused residential program offering tracks in Sciences and Engineering & Technology for New Jersey high school students.: https://www.nj.gov/govschool/

• Pennsylvania Governor’s School for the Sciences (PGSS) – A five-week summer science research program hosted at Carnegie Mellon University for selected Pennsylvania students. https://www.cmu.edu/mcs/pgss/index.html

• Kentucky Governor’s Scholars Program – A summer residential academic and leadership program for rising seniors in Kentucky. https://gsp.ky.gov/

• Georgia Governor’s Honors Program (GHP) – A summer residential academic enrichment program featuring advanced coursework and enrichment for Georgia high school students.
https://gosa.georgia.gov/governors-honors-program

(Note: Some states also offer additional Governor’s School programs in the arts, humanities, and specialized areas — explore your state education department’s site for full details.)


Other Selective Summer Experiences

In addition to the programs above, students might consider experiences like Stanford University Mathematics Camp, SUMaC: https://sumac.spcs.stanford.edu/, Program in Mathematics for Young Scientists, PROMYS: https://promys.org/, MIT Introduction to Engineering and Science, MITES: https://mites.mit.edu/discover-mites/mites-summer/, and others that are highly selective within their fields. Look into each program’s official site or application portal for details and deadlines.

A Valuable Reminder for Families

Selective summer programs are not the right fit — or the right goal — for every student. Colleges are not looking for identical resumes. For many students, a summer spent working a job, volunteering consistently in the community, or combining both can be just as compelling, and sometimes more so. Holding a job demonstrates responsibility, time management, and maturity. Meaningful community service shows commitment, empathy, and follow-through. Admissions officers value sustained engagement and real-world experience, especially when students can reflect thoughtfully on what they’ve learned. A summer that includes earning money, supporting family needs, contributing to a cause, or growing in independence can speak volumes.

Lee Bierer is an independent college adviser based in Charlotte. Send questions to: lee@bierercollegeconsulting.com; www.bierercollegeconsulting.com

How not to make mistakes on the FAFSA

When you and other counselors hear that the FAFSA Simplification Act of 2023 made it easier to apply for federal financial aid for college, you may think, “This will be easy!”

True, the act reduced the number of questions, but counselors and families still find the form so complex and overwhelming that the process seems designed to confuse them. It’s been estimated that 90% of families submitting the Free Application for Federal Student Aid make at least one mistake.

Here are some tips to help your students avoid the common pitfalls.

Deadlines

Yes, deadlines – plural. The federal deadline to submit the FAFSA for the 2026-27 academic year is June 30, 2027, which is in itself confusing, but the deadline is set so a student can apply for aid for the summer term. According to Sallie Mae, the private corporation that handles federal student aid, 17% of applicants missed the deadline entirely in 2023-2024.

For the 2027-28 academic year, the FAFSA will become available in October, and your families should submit it as early as possible because grant money is handed out on a first-come, first-served basis.

Apart from the federal deadline, each state has its own FAFSA deadline to determine eligibility for state-based financial aid programs.

Institutional financial aid forms such as the CSS profile have various deadlines that are typically earlier than the deadline for federal forms. It’s important to check each school’s financial aid website or contact their financial aid office to find out their specific deadline.

Net worth

The purpose of the FAFSA is to determine the Student Aid Index (SAI), the amount of college funding that will need to be provided by the student and their family. Cost of attendance minus SAI equals need, or the portion of college expenses that is eligible for financial aid. You can see how important this number is.

Part of that calculation is net worth. If you’re defining “net worth” as all assets minus all liabilities, hold on, because the federal government has a different definition. Home equity on the primary residence is not included in the net worth calculation for FAFSA. If parents include home equity as an asset, they are giving the government more information than it’s asking for. (Rental properties, however, are included as assets.)

If your students are going to be filling out the FAFSA this fall for the 2027-2028 academic year, they should work with a college planning specialist or financial adviser now to legally reclassify and shelter assets to lessen their impact on financial aid eligibility. For example, a 529 college savings account held in the student’s name will hurt eligibility more than if it’s in the parent’s name.

Income

When they file the FAFSA, their tax return data can be transferred directly from the IRS using the data retrieval tool. It’s preferrable to use this process rather than entering the information manually because it will help avoid errors.

The good news is that any income that isn’t reportable can’t be included. The not-so-good news is that rather than using adjusted gross income (AGI), all of their income, including tax-deferred income from 401(k) contributions, will be included. This is a common error when adding data manually: entering AGI instead of total income.

If they are filling out the FAFSA this fall for the 2027-2028 academic year, the income being reported will be from your 2025 tax return, which will be filed by April 15 this year, so, working with a finance expert, they still have time to make adjustments in how their income will be reported.

Other common pitfalls

·       Make sure the names on the FAFSA match legal names as they appear on Social Security cards.

·       Double-check institutional codes for the colleges they want to receive the FAFSA. Sometimes there are different codes for various campuses of the same institution and for graduate vs. undergraduate programs.

·       In divorced families, confirm whether the income reported is from the custodial parent or the parent who provides more financial support. This may vary by school.

·       Make corrections if needed. If there are significant changes in family circumstances, such as the loss of a job or illness, they can go into the FAFSA and update the information.

There are people you can pay to complete your FAFSA, but there’s no magic in that. Rather, I recommend that parents print out the PDF forms from studentaid.gov, review every question with the instruction page, and take time to prepare the data manually rather than simply doing it online.

It’s not too early to get these ducks in a row. The 2027-2028 FAFSA will be available before we know it.

Brian Safdari, who founded College Planning Experts in 2004, is a Certified College Planning Specialist™. He and his team have assisted more than 7,500 students nationwide on their college journey using their exclusive My College Fit System and financial planning tools. For more information or a consultation, please visit collegeplanningexperts.co

Behind Every Application is a Learning Environment

Counselors know this, but it’s worth repeating: two applicants’ transcripts that look similar on paper can represent completely different realities.

A student might earn a 4.0 while taking “the most rigorous courses available.” At one school, that could mean a schedule full of AP, IB, and/or honors options across multiple subjects. At another, it could mean strong performance in a school that only offers a handful of advanced courses and rotates upper-level classes based on staffing. The GPA is the same, but the opportunity structure is not. Or maybe one of those schools was operating on a 5-point scale. Or maybe they weight their GPAs in a unique way. Or maybe the average GPA at one of the schools is a 4.0. Without context, these students could be evaluated very differently.

The same goes for extracurriculars. One student’s résumé may list research programs, national competitions, and specialized clubs. Another student may work twenty hours a week, help with family responsibilities, and participate in the few activities their school can run with limited staff. Both students may be demonstrating commitment, leadership, and time management. It just looks different on paper and the second student has to look outside of his high school’s offerings for experiences. One environment is not inherently better than the other, but understanding an applicant is easier when you read the fine print.

Even course titles often tell only part of the story. “Calculus” might be part of a full multi-year sequence or a single course offered only when staffing allows. Some names are even more opaque. My school has a course called “Foundations of Innovation.” It is a really impressive, project-based class where students design solutions and present real work that our school implements, but the title alone does not show that. The same goes for courses like “Technology Lab,” “Advanced Math,” or “Junior Seminar.” Without context, it is hard to know whether a class represents advanced, in-depth study, a broad introduction… or even what exactly the course covers.

High school counselors spend a lot of time explaining these things to our college counterparts or scholarship organizations. We try to note whenever a student took the highest math offered, when a program didn’t exist, or when a student’s schedule choices reflect school environment rather than a lack of ambition or interest. That context helps colleges interpret performance more accurately and not mistake it an evaluation for their postsecondary potential.

The challenge is that this information often lives in different places, different formats, and sometimes only in our heads. Sharing it depends on how much time we have, how we have documented it, and how easily colleges can find and understand it.

When context is clear, student achievement is easier to interpret. When it isn’t, numbers can tell an incomplete story. Helping colleges (and other evaluators) see the environment behind the transcript, resumé, and test scores is not optional. Making a school profile is worth the time and energy, because it is central to fair and accurate evaluation of all students. The question is how we make that context easier to share and easier to use.

School Counseling Has Two Futures- and We’re Running Out of Time – Free Podcast

You hold a master’s degree. You studied crisis intervention, psychopathology, and therapeutic technique.
So why is your profession still fighting to be seen as essential?

It doesn’t have to stay this way- but the window is closing.

In this episode, I lay out two possible futures for school counseling: one that ends in irrelevance, and one where we finally become the campus influence we were meant to be.

What’s pushing us toward the wrong path isn’t what most counselors think.
And fixing it will require a shift few are talking about.

Stop being helpful. Start being undeniable.

Check out School for School Counselors Podcast here: https://podcast.schoolforschoolcounselors.com/school-counseling-has-two-futures-and-were-running-out-of-time/

All names, stories, and case studies in this episode are fictionalized composites drawn from real-world circumstances. Any resemblance to actual students, families, or school personnel is coincidental. Details have been altered to protect privacy.

This work is part of the School for School Counselors body of work developed by Steph Johnson, LPC, CSC, which centers role authority over role drift, consultative practice over fix-it culture, adult-designed systems and environments as primary drivers of student behavior, clinical judgment over compliance, and school counselor identity as leadership within complex systems.

GenAi Literacy 101 Course for Students – Free

Learn the essentials of Generative AI. Build real-world AI skills you can use in school and life.

I Literacy is the top foundational skill of today and the future.

Artificial Intelligence (AI) surrounds you every day. In your phone, your apps, social media, and entertainment. In this course, you’ll develop the knowledge and critical thinking skills to navigate an AI-powered world Safely, Ethically, and Effectively (SEE).

What You’ll Learn

Foundational Understanding

Learn what AI and GenAI are, how they work, their capabilities and limitations, and why they sometimes make mistakes called hallucinations.

How to Prompt with GenAI

Learn effective prompting techniques including how to recognize and fix common GenAI problems so you can get better responses that actually help you accomplish your goals.

Safe & Ethical Strategies

Protect your personal information, spot inaccuracies and biased outputs, and create your own Code of Conduct to help navigate ethical gray areas with confidence.

Real World Skills

Learn to use GenAI to enhance your organization, bridge learning gaps, and amplify your creativity while developing your own judgment, skills, and authentic voice.

Designed for HS and College Students – Takes 90 minutes to complete – Self-paced and online – Free!

Your students can sign up here – https://aiforeducation.thinkific.com/courses/genai-literacy-101-for-students

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