Our Reason

Inspiring children to trust that a better day is coming has been a daily pursuit of ours. Helping children in schools to overcome their past and current traumas, school problems, and difficult life circumstances, and training other educators to do the same, has inspired us to work toward finding solutions for students because student well-being and safety depend on it. 

Healthy Minds, Safe Schools was birthed from an epidemic of suicidal ideations, suicidal attempts, and threats to others in the trenches of inner-city schools that had limited resources, no proactive preventative care in place, and lacked effective communication procedures among school staff members in times of crises.  We have dedicated our careers to supporting individual students and changing school systems to create a highly effective, research-based mental health model for schools. In doing so, our goal is to help all children feel part of a supportive, inclusive, and collaborative school culture with a standard level of care to address all students’ needs in order for them to be academically, socially, emotionally, and behaviorally healthy.

Alison  & Katherine 

Our Goals

Child Safety

Reducing school violence, student suicides, suicidal ideation, and student-to-student violence. 

Quality Education

Improvement in academic achievement and attitude towards school culture.

Emotional Stability

Social-emotional learning and positive behavior intervention.

Good Health

Teaching appropriate outlets for externalized behavior and reinforcement of good decision-making skills and pro-social behaviors.  


Preparing students to be resilient learners and guide them to be productive civic citizens. 

Emotional Coping Skills

Functional behavior intervention plans, teacher coaching, student-parent training, and positive family engagement sessions. 

Our Mission

The mission of Healthy Minds, Safe Schools is to increase student safety and well-being by decreasing acts of violence and proactively teaching skills of resilience. The model seeks to actively engage learners and school teams in exercises to conceptualize how an integrated social, emotional, and behavioral (SEB) multi-tiered system of support framework can work at their schools including the necessary components, processes, and professional roles. Increasingly strategic supports for students are available through the model as student behaviors become more severe and Healthy Minds, Safe Schools can be replicated across schools with enough flexibility to adapt to the uniqueness of each school and their teams.  Structures, functions, and processes are investigated in depth at each tier for learners to explore how such a model will work with fidelity on their own unique campuses.

It is Alison’s and Katherine’s goal that through facilitated dialogue and the adult learning pillars (Drago-Severson, 2008) of teaming and collegial inquiry, learners will leave their professional learning engagement seminars with:

  • An understanding about the components of the Healthy Minds, Safe Schools framework and they will be able to identify existing as well as needed resources on their campuses.
  • The skills to conceptualize how processes of Healthy Minds, Safe Schools can be implemented at their schools and how realignment of existing practices and resources can transpire.
  • The ability to demonstrate an understanding of professional roles and responsibilities of MTSS team members and will begin identifying how they can restructure existing human capital.
  • A blueprint for their school to build capacity and successfully roll out each tier and component of the Healthy Minds, Safe Schools framework.


Using a social justice lens, Alison and Katherine engage learners and school teams in small group facilitated activities on how to build a program from within using existing resources, and will engage learners in asset-based exercises to promote positive and caring classroom communities that improve student-teacher relationships, enhance classroom culture, decrease acts of violence, and promote school safety. Small group discussions and personal reflections will focus on developing the foundational support for a Healthy Minds, Safe Schools model as well as trouble-shooting the components, processes, and profession roles required at each of the three tiers. After participation in the session, learners will have functional action steps that they can take back to their schools to begin building their own customized version of Healthy Minds, Safe Schools.


Alison and Katherine look forward to empowering school teams as they transform into an endorsed Healthy Minds, Safe School!