As part of a routine last spring, Erin Dozhier, a graduate student at the University of Montana, would often find themselves in their home office ready to engage with public school students from remote areas, discussing topics like houseplants and parrots. These sessions linked them with kids hundreds of miles away via a Zoom platform typically used for virtual counseling. A key strategy of Dozhier to connect with the students involved inquiring about their pets or showcasing their own pet, Alfie the parrot, during the calls.
Dozhier is part of a growing initiative from UM’s social work, school counseling, and mental health counseling programs aimed at providing essential services to K-12 children located in Montana’s rural districts. Initially launched to tackle the mental health aspects of school safety, the program has developed into a vital resource over the last five years, now known as VAST – which stands for Virtually Assisted School Teams. This initiative currently includes six graduate students and encompasses 22 districts stretching from the Bitterroot Valley to the North Dakota border.
The counseling services offered by VAST emphasize the increasing focus on student mental health across Montana. Recent data reveals alarming statistics from Montana’s Youth Risk Behavior Survey, indicating that 43% of high school students felt persistently sad or hopeless, with over a quarter having contemplated suicide—marking the highest rate since 1991. Many educators correlate the rise in youth anxiety and depression to declining academic performance across the state, compounded by financial and staffing challenges preventing schools from offering comprehensive mental health resources, especially in rural regions where such support can be miles away.
Tammy Tolleson Knee, who leads the program as the school support liaison for UM’s Safe Schools Center, points out that the challenges VAST seeks to address have become even more urgent post-pandemic, influenced by broader social and economic dynamics. As of now, 53 K-12 students in Montana have been referred to VAST for one-on-one counseling, with additional referrals anticipated in the near future.
“Families are facing hardships due to the economy,” explained Tolleson Knee. “When parents are under stress, children inevitably feel that anxiety.” Some districts, like Bainville in northeast Montana, have utilized VAST for years to cater to vulnerable students, while others, like Broadus Public Schools, are witnessing immediate benefits after recently joining. Broadus counselor Dori Phillips noted that she has already referred six students to tele-counseling through VAST within just two months of formal enrollment.
Dan Lee, initially the head of UM’s Safe Schools Center when VAST was created in 2019, envisioned the program as a preventive strategy in a broader approach to enhance student safety. He recalls educators frequently discussing the shortage of mental health professionals in rural areas, making it essential to establish a program that counteracts misconceptions that link mental health issues to school violence.
“We made it a priority not to criminalize mental health,” Lee stated. “Depression does not equate to being a threat; it’s crucial to understand that distinction.” VAST launched during the 2020-21 academic year with two schools involved and has since become a foundational service of Montana’s educational safety initiatives, providing compassionate therapeutic interventions alongside trainings and a school safety hotline, while also giving UM students vital clinical hours for their credentials.
Over the years, VAST has filled a significant gap in rural education, aiding schools that often have limited access to mental health resources. Tolleson Knee recounted an instance where a student previously traveled an hour for counseling until financial constraints halted that support, highlighting the strain placed on families. Meanwhile, Safe Schools Center Director Emily Sallee emphasized the importance of collaboration between VAST counselors and school staff to ensure a holistic understanding of a student’s needs.
Deborah Ith, a doctoral candidate in school psychology, expressed the program’s teamwork aspect as crucial during her work with students this fall. Meeting teenagers remotely once a week, Ith facilitates play therapy, allowing students to express their feelings through toys, which often reveals underlying issues without requiring them to verbalize their struggles directly.
Looking forward, Tolleson Knee is eager to broaden VAST’s offerings, intending to pilot a hybrid model in one Bitterroot Valley school. This combined approach will include monthly in-person sessions with tele-counseling. Other organizations, like the nonprofit Montana Small Schools Alliance, are also working toward addressing the mental health challenges prevalent in rural schools, developing crisis support tools and tele-counseling models focused on resource-limited districts.
Broadus, home to roughly 225 students, faces myriad challenges, from political and economic stressors to geographic isolation that makes accessing professional help extremely difficult. Phillips highlighted that the societal stigma surrounding mental health can hinder families from seeking necessary assistance for their children. The previous availability of comprehensive services through the state’s Comprehensive School and Community Treatment program has diminished due to legislative changes.
In just a couple of months, Broadus has seen an increase in the number of students receiving tele-counseling through VAST, with Phillips striving to connect even more youth to this important service. In Bainville, counselors noted similar trends, with referrals rising significantly as families confront behavioral issues and mental health challenges.
Despite the limitations inherent in school-based counseling, educators and counselors believe that skills learned through the VAST program can have a lasting positive impact on students. Dozhier, embodying the program’s spirit, recognizes that play therapy is vital but understands that it cannot solve all the underlying issues children face, especially when family dynamics and external stresses come into play.
The complex web of mental health support in rural areas reveals that the solutions sought cannot fall solely on school counselors, universities, or isolated programs. Dozhier articulates that fostering a more supportive family environment and alleviating stressors that affect households are fundamental aspects of enhancing mental health for students.
In summary, as VAST continues to grow and adapt, it serves as a crucial lifeline for young individuals facing mental health issues in rural Montana. The collaborative efforts among educators, mental health professionals, and community resources are vital in navigating these challenges and promoting a healthier, more supportive environment for students.
