K-12 Comprehensive Mental Health Programs
The MHEP Selection Tools provide lists of approved K-12 comprehensive, age, and developmentally appropriate programs to support mental health education.
Compare Programs
Select the program providers you want to compare. See Mental Health Programs for Specific Grades.
| Suite 360 | Rethink Ed | Resiliency Classrooms | Pathways to Empower | BASE 7-Mindsets | |||||
|---|---|---|---|---|---|---|---|---|---|
| Mental Health Literacy Competencies | |||||||||
| Recognize mental health as brain health, an integral component of overall health | |||||||||
| Promote the health and wellbeing of the whole person | Yes | Yes | Yes | Yes | Yes | ||||
| Understand that caring for mental health requires actions including awareness of self-care, self-regulation, and varying levels of assistance | Yes | Yes | Yes | Yes | Yes | ||||
| Understand physical health and mental health as a continuum rather than a binary of illness and wellness | No | Yes | Yes | Yes | Yes | ||||
| Promote social and emotional competence as a protective factor | |||||||||
| Identify and name one's own feelings | Yes | Yes | Yes | Yes | Yes | ||||
| Recognize and seek to understand the feelings of others | Yes | Yes | Yes | Yes | Yes | ||||
| Work to manage feelings and find the positive even when facing adversity or loss | Yes | Yes | Yes | Yes | Yes | ||||
| Create healthy routines and supportive relationships | Yes | Yes | Yes | Yes | Yes | ||||
| Enhance awareness about mental health challenges | |||||||||
| Understand that mental health challenges are common and not the result of personal flaws or failures; rather, they may develop from various biological and environmental factors | Yes | Yes | Yes | Yes | Yes | ||||
| Understand that mental health challenges are treatable and recovery is possible | Yes | Yes | Yes | Yes | Yes | ||||
| Recognize signs and symptoms of emerging mental health problems and how they may develop in self or others | Yes | Yes | Yes | Yes | Yes | ||||
| Recognize negative coping strategies including substance misuse and self-harm and how they may develop in self or others | Yes | Yes | Yes | No | Yes | ||||
| Recognize signs of crisis including suicide and substance use crises and how they may develop in self or other | Yes | Yes | No | No | Yes | ||||
| Understand the value of early intervention to help prevent progressive symptoms and secondary challenges | Yes | Yes | No | Yes | Yes | ||||
| Increase help-seeking behavior | |||||||||
| Understand the importance of help-seeking for addressing, treating, and recovering from mental health problems | Yes | Yes | Yes | Yes | Yes | ||||
| Understand value of trusted adults and identify one's own trusted adults | Yes | Yes | Yes | Yes | Yes | ||||
| Identify and know how to access appropriate resources and supports available in school and in the community | Yes | Yes | Yes | Yes | Yes | ||||
| Understand how to ask for help for self as well as how to offer help to others | Yes | Yes | Yes | Yes | Yes | ||||
| Decrease Stigma | |||||||||
| Understand stigma and its negative impact on cultural attitudes affecting help-seeking | Yes | Yes | Yes | Yes | No | ||||
| Recognize and replace stigmatizing language and seek opportunities to reframe with inclusivity | Yes | Yes | No | Yes | No | ||||
| Identify ways to decrease negative attitudes about mental health challenges that may pose barriers to recovery | Yes | Yes | No | Yes | Yes | ||||
| HB 301 Specific Requirements | |||||||||
| Taught by appropriately certified teachers or appropriately certified providers of community mental health | Yes | Yes | Yes | Yes | Yes | ||||
| Recommended evidence-based or evidence-informed programming | Evidence-informed | Yes | Evidence-informed | Yes | Yes | ||||
| Comprehensive, developmentally-appropriate and sequential in nature | yes | Yes | Yes | Yes | Yes | ||||
| Additional Topics Addressed by Program | |||||||||
| Consent Education- Title 14, Ch. 41, §4167 | Yes | Yes | No | No | No | ||||
| Drug and Alcohol Education- Regulation 551 | Yes | Yes | No | No | Yes | ||||
| Erin's Law, Personal Body Safety- Title 14, Ch. 41, §4163 | No | No | No | No | Not approved | ||||
| School Bullying Awareness and Prevention- Title 14, Ch. 41, §4164 | Yes | No | Yes | No | Yes | ||||
| Suicide Prevention - Title 14, Ch. 41, §4165 | Yes | Yes | No | No | Yes | ||||
| SEL (update with 508) | Yes | No | Yes | Yes | Yes | ||||
| Implementation | |||||||||
| Cost | Unconfirmed | Unconfirmed | Unconfirmed | Unconfirmed | Unconfirmed | ||||
| Training/Qualification? | Support fee for implementation, $500 per building | Training part of purchase | Unconfirmed | Educators | Educators | ||||
| Cost of Training/Qualificiation | Training is inlcuded in building fee | Unconfirmed | Unconfirmed | Unconfirmed | Unconfirmed | ||||
| Modality | Online with blended learning approach | In-class instruction | Unconfirmed | Various | Online | ||||
| Integrated SEL, Culturally Responsive | Unconfirmed | Yes | Yes | SEL and MHL integrated | Yes | ||||
