November 2025

Table of Contents

Counselor Connections

Conference Information & Updates

Messages from Your WSCA Leaders

Message of Gratitude

As we approach our annual conference, I want to take a moment to share how deeply grateful I am for each of you. WSCA exists because of our incredible members, school counselors who show up every day with compassion, creativity, and courage to make a difference for Wisconsin’s students.

This year’s conference theme, “The Courage Within,” feels especially meaningful. Every one of you demonstrates that quiet, steady courage, advocating for students, supporting colleagues, and navigating challenges with heart and professionalism. Your work reminds us that courage doesn’t always roar; sometimes it’s the calm strength that keeps us moving forward.

Your dedication is what keeps our mission thriving. Whether you’re supporting a WSCA project, attending a training, submitting a WSCPAR, or simply staying connected through your membership, you are part of a powerful network that lifts our profession higher.

The WSCA team has been working hard to make this year’s conference an inspiring and energizing experience, one that celebrates your work, honors your commitment, and refuels you for the year ahead. I can’t wait to see you there, reconnect in person, and celebrate the courage within each of you.

With heartfelt gratitude,

~ Stacy Eslick

Help Shape the Future of School Counseling in Wisconsin

Have you ever wondered who helps guide the vision and direction of WSCA? It’s not a mystery. It’s the Board of Directors, and we are currently accepting applications.

I’ll be honest, when I first thought about serving on the board, I wasn’t sure if I had what it took. But what I’ve learned is that you don’t need to be a policy expert or have decades of experience. What you do need is a big-picture mindset, a passion for equity, and a commitment to making sure school counselors across Wisconsin are supported, empowered, and heard.

The WSCA Board doesn’t run the day-to-day operations; that’s our incredible operations staff team. Instead, our role is governance. We focus on strategic leadership: the why, the where, and the what’s next. We ask big questions. We look ahead. We ensure that equity is more than a value. It’s a lens that shapes our decisions.

And we need you, your perspective, your lived experiences, your leadership. Whether you work in an elementary, middle, high school, or district-level role, your voice matters. Our goal is a board that reflects the diversity of our members and the students we serve across the state.

In the coming weeks, watch for short videos from current board members, sharing what it’s like to serve and why we believe this work matters. You’ll hear different voices and experiences, but one message will come through clearly: you belong here.

Not sure if it’s the right time? I get it. But sometimes, stepping into something new is exactly how we grow and how we make change. And if you know someone who would bring valuable insight and leadership to the board, please encourage them to apply. 

Sometimes all it takes is a nudge.

Applications are due December 22nd. You can find all the details here. 

If you have questions, reach out. We’re happy to connect. Thanks for all you do, every day. And thanks for being part of a profession and an organization that keeps students at the center and equity at the heart.

Warmly,

Jen Binneboese, WSCA Board Member, Nominations & Elections Committee Chair

Messages from WSCA's State Education Partners

WI DPI

Jessica Frain, DPI School Mental Health Consultant

Mental health is something we all have, from infancy to adulthood, that affects how we think, feel, and act. Although it’s often thought of as the opposite of mental illness, mental health also includes high levels of well-being, such as feeling fulfilled, contributing to the community, and being able to cope with daily life stressors. School mental health is an effective means of addressing the mental health needs of children and promoting a welcoming school environment. 

Comprehensive school mental health (CSMH) systems help educators prevent and respond to crises while fostering a positive school climate that supports teaching and learning. The Wisconsin School Mental Health Framework outlines six components of a CSMH system: continuum of mental health supports, collaboration, needs assessment/resource mapping, referral pathways, sustainability, and data. The Framework establishes a common language and approach to school mental health and outlines a system of support that approaches mental health as an individual and community asset.

While all staff play a role in supporting school mental health, school counselors are often the champions of this work, helping to strengthen each of the six components of the Framework, starting with the continuum of supports. While counselors support all levels of a multi-level system of support, CSMH systems benefit the most when tier one universal mental health promotion strategies are prioritized, building a strong foundation for all students and staff. Many Wisconsin school counselors are focusing their tier one efforts on building Mental Health Literacy (MHL) in their school communities. MHL is an aspect of health literacy that contains four components: mental health knowledge, the ability to build and maintain positive mental health, the ability to seek help and provide support, and reducing mental health stigma. Increasing MHL in students, caregivers, staff, and the community can lead to better mental health outcomes, greater health equity, and enhance the implementation of CSMH systems. DPI’s MHL webpage has many free resources, tools, and e-learning modules to help school counselors and other school leaders integrate MHL in their communities. 

Increasing MHL throughout the school community can also lead to stronger school mental health referral pathways. Referral pathways include formal policies and procedures that ensure that students with emerging and established mental health challenges are identified, referred, assessed, and connected to appropriate resources, both in the school and the community. When all staff – not just student services – have a shared, accurate understanding of mental health and the available supports, they are better able to correctly identify when a student may be struggling, have the confidence to engage in a supportive conversation, and connect that student to additional support. Whether it’s helping to administer universal or targeted mental health screeners, establishing connections with community partners, or educating staff on referral processes, school counselors play a pivotal role in strengthening referral pathways within a CSMH system. The DPI School Mental Health Referral Pathways webpage has many free resources, tools, and e-learning modules to help school counselors and other schools leaders implement a referral pathway in their school communities.

Counseling Program Recognition

Ready. Set. Report! Submit Your WSCPAR & Showcase Your Impact

You’ve made a difference in your school, for your students, and in your community. Now it’s time to tell your story and shine the spotlight on your program with the Wisconsin School Counselor Program Accountability Report (WSCPAR).

For more than 15 years, the WSCPAR has helped Wisconsin school counselors document how students are different because of their school counseling programs. It’s your opportunity to reflect on your impact, share your data, and celebrate the powerful work happening in your building.

💡 Why It Matters. The WSCPAR helps you:

  • Provide concise documentation of effective school counseling interventions and outcomes.
  • Reflect, assess, and strengthen your program using meaningful data.
  • Communicate your results to administrators, staff, parents, and community partners.
  • Demonstrate alignment with the ASCA National Model and your commitment to closing opportunity gaps.
  • Earn recognition for your program; it’s non-competitive, so any school meeting the rubric is celebrated!

🤝 How WSCA Can Help

Submit by Monday, November 24, 2025.

You have the courage, the vision, and the data. WSCA is here to help you bring it all together. Your program matters. Your students matter. And your story deserves to be told.

➡️ Let’s make this the year you submit your WSCPAR!

“Going through the process of putting together the WSCPAR has made me more confident in my decisions on what to implement in my school counseling program. My team also uses more data to make sure that student needs are being met.”

ASCA Connections

Congratulations to the latest Wisconsin ASCA-Certified School Counselor (ACSC)!

Elizabeth Janners, ACSC, Messmer High School, Milwaukee, Wis.

Learn more about the ACSC here.

Exploring AI in School Counseling Survey

Dear School Counselor Colleagues,

AI is everywhere  – in the news, in our schools, and in our everyday lives. ASCA is collaborating with Carol Dahir, NYIT and Rachel Geesa, Ball State University to explore  AI technology in school counseling.  ASCA is interested in learning more about how school counselors use AI in our school counseling programs and in supporting student and school needs. We will be able to use this information for future professional development and training needs!

The survey will take you approximately 10 minutes to complete and we urge all certified/licensed school counselors, directors of school counseling, and others who work in a school counselor position to share if and how you use artificial intelligence (AI) and AI tools.  Would you take a few minutes to share your opinions and experiences? The link below will take you to the consent form and the survey! Thank you.

Exploring AI in School Counseling Survey

2026 School of the Year® Finalists Announced

ASCA is pleased to announce the five finalists for the 2026 School Counselor of the Year® awards program (#SCOY26). The program honors exemplary school counseling professionals who devote their careers to serving as advocates for the nation’s students, helping them achieve success in school and in life. 

The five finalists are:

  • Leka Anitema, Maui High School, Kahului, Hawaii
  • Danielle R. Crankfield, Crofton High School, Gambrills, Md.
  • Annie Goldberg, ACSC, Broadview Middle School, Burlington, N.C.
  • Lydia T. Larimore, Neabsco Elementary School, Woodbridge, Va.
  • Summer Royale Whittington, Ernest Gallet Elementary School, Youngsville, La.

ASCA will announce the 2026 School Counselor of the Year® in late fall. Nominations for the School Counselor of the Year® awards program were submitted by ASCA-affiliated state/territory school counselor associations.

ASCA Updates Racial Bias in Schools Resource; Releases Critical Issues Publication on Immigration

ASCA has released two new publications that address pressing issues impacting students and school communities: “Addressing Racial Bias in Schools: The School Counselor’s Role” and “Immigration and Undocumented Families and Students.” These resources provide school counselors with actionable strategies and ethical guidance.

The first document, part of ASCA’s School Counseling Standards in Practice series, outlines how school counselors can identify and address both overt and subtle forms of racial bias. It emphasizes the importance of culturally responsive school counseling, inclusive instruction, and advocacy to ensure success for each and every student. This resource was updated from its original release in 2020. 

The second publication, part of ASCA’s Current Issues in Education series, explores the impact of immigration enforcement on school communities, highlighting the importance of safe, inclusive school environments where each and every student can thrive, regardless of immigration status.

Feature Article

Helping Kids Craft a Healthy Relationship with Tech

By: Linda Hall, Wisconsin Office of Children’s Mental Health

Adolescents face both benefits and risks to being online. Our digital world allows kids to connect with friends, explore creative projects, pursue their interests and find community – often in mere moments. Such instant, constant connection to the world also carries risks – cyberbullying, harassment, and divisiveness; unhealthy social comparisons; exposure to inappropriate content; as well as privacy and safety concerns.

Whether it’s a positive activity or not, any time spent online is time spent away from healthy activities that we know improve mental health and well-being. Here’s how you can help.

Take care of the basics. One way that adults can help kids navigate their digital lives is by emphasizing the basics first and foremost: sufficient sleep, fresh air, physical activity, healthy eating and in-person extracurriculars all feed your brain and protect mental health. These daily habits are the healthy brain basics.

Teach them how to drive their digital lives. You can also help kids take control of their digital lives by teaching them how to protect their mental health. They should actively manage their feed; curate positive and uplifting content; set all apps to private mode; share the best parts of social media with loved ones; schedule downtime and a recurring digital detox; talk about negative, scary, or harmful content with a trusted adult; and always know that help is available.

Have fun with and talk about social media. Professionals who work with children know how much kids love to turn the tables and show adults how something works – or teach you something new. Let kids be clever and explain the meaning behind a viral meme. Make space for them to show you the latest dance craze. Ask them to explain how a setting on your personal device works. Empower students to engage with you and consume media along with adults so they normalize social media conversations with trusted adults.

Normalize tech-free zones and tech-free time. Explain the crucial role of sleep and why phones should never be kept in kids’ bedrooms overnight. Model tech-free zones at school. Counselors can talk about bell-to-bell phone policies that restrict student cell phone use during the school day. Mounting anecdotal evidence shows that students are talking, laughing, playing games and interacting far more than before these policies. These positive signs are in addition to the much-improved classroom focus that teachers report. We know from research that when academics improve, well-being improves and vice versa.

Double down on coping skills. Both kids and adults face an increasing amount of digital stress. Kids can be exposed to lots of overwhelming content online. Sometimes they are overwhelmed by the pressure to look a certain way or pressure to achieve. Teaching effective coping skills; helping students identify what works for them; and reinforcing the lifelong need to manage stress may be the most lasting impact we can have on adolescents. Coping skills are life skills. (Check out our compilation of coping skills from Wisconsin youth for inspiration!)

About Linda Hall:

The well-being of children has been a primary focus of Linda’s career in health and mental health policy. She has pursued this children’s well-being and increased support for families agenda at the National Governors’ Association, the federal Centers for Medicare and Medicaid Services, Wisconsin Legislative Fiscal Bureau, Kids Forward, and as Executive Director of the Wisconsin Association of Family & Children’s Agencies. Since being appointed by Governor Evers in 2019 to lead the Wisconsin Office of Children’s Mental Health, she has had the privilege of collaborating with state and mental health leaders, youth with lived experience, and parent partners to improve the children’s mental health system and highlight what we all can do to support the well-being of children.

State Partner Updates

DPI: November is National Veterans and Military Families Appreciation Month

Shelley Joan Weiss, shelleyjoan.weiss1@gmail.com, Wisconsin Commissioner for the Education of Military Children

Thank you to the school, district, and community members who recognize the commitment required by military members and their families, including their children.  The children and their families encounter numerous unique challenges, such as frequent moves and lengthy separations.  At this time, due to the Federal Government shut down, many folks affiliated with the military (& other Federally funded agencies) are experiencing financial difficulties.  We have an opportunity to demonstrate our understanding and support of our community members.

November National Military Families Appreciation Month 

  • Purpose: To recognize the unique sacrifices and challenges that military families endure, such as frequent moves, long separations, and emotional stress. 
  • Activities: The month is used to raise awareness and show appreciation for military families through various community and official events, and to highlight resources available to support them

Veterans Day (November 11) 

  • Purpose: Originally Armistice Day, it commemorated the end of World War I and was officially renamed Veterans Day in 1954 to honor American veterans of all wars. 
  • Activities: A federal holiday with a focus on honoring living veterans and those who have served, with events including a wide variety of ceremonies.

November is a time to recognize and thank military members and their families for their service.  Check out all the resources from Shelley.   

DPI: How do middle school students learn about healthcare careers in your district?

Please take a brief survey to share how your district supports middle school health science programming – a course, unit, and/or career exploration activities.

LINK TO SURVEY

The survey will close in mid-November! 

PURPOSE: To learn from the field…

  1. how health science programming is being implemented at the middle school level.
  2. what topics are being introduced.
  3. interest to share resources to increase middle school health careers programming.

Contact christina.patrin@dpi.wi.gov for questions pertaining to this survey.

DPI: Special Education Related Services Resource

This resource describes what related services are, tips for IEP teams on how to make related services decisions, examples of who and where related services can be provided, and an appendix that includes definitions of common related services, how each service supports students with disabilities, license requirements, and additional resources for each related service.

You can find the document along with other resources at https://dpi.wi.gov/sped/topics/related-services. 

DPI: What’s Going On with SNAP? 

Julie Incitti (DPI School Social Work Consultant)

Due to the federal shut down, food aid through the Supplemental Nutrition Assistance Program (SNAP) will end on November 1st. Even if the funding is restored at this point, many families will see a delay in available benefits due to administrative tasks required to make the actual payments. WPR reported that food banks are already seeing an increase in demand and that “food banks say they exist to fill the gaps in people’s pantries, but not to fully cover an open-ended emergency”.

And SNAP in Wisconsin? The Associated Press has a report on actions taken by each state to try to use state funds to maintain payments to families. The AP says, Wisconsin has 705,421 SNAP recipients. Democratic Gov. Tony Evers has asked the Republican-controlled legislature to release $69 million to help cover the shortfall in the state. Lawmakers have not taken action.

Does this impact Free Lunches at School? Not yet. According to Food Corps, “While USDA’s reimbursements to schools (for breakfast and lunch programs) can continue for now because of carryover funds, many of its staff, who do everything from reviewing school meal reimbursements to issuing new grants, are now furloughed. If the shutdown persists, reimbursements could slow down or stop, creating cash-flow problems for school districts.

What’s Going On with WIC? The Special Supplement Nutrition Program for Women, Infants, and Children (WIC) was on track to run out of funds in early October but received a boost of $300 million from tariff revenues to maintain benefits through October. However, those funds may not last much longer. (According to The Hill, “In Wisconsin, officials say October WIC benefits are available and, “based on what we know today, November benefits will be available.”)

What About the ACA? The Affordable Care Act (ACA) subsidies are set to expire at the end of 2025, and as a result, the cost of household health insurance will increase when open enrollment begins (November 1). According to the Center on Budget and Priorities, “Nearly all marketplace enrollees (93 percent) receive premium tax credits (PTCs) that help reduce their costs….More than half of enrollees were automatically re-enrolled last year; people who rely on automatic enrollment this year may not learn about their 2026 premiums until they receive their first bill for January coverage”…Consider a family of four with an annual income of $85,000….The total annual premium was $19,068, but with subsidies they paid just $4,148 per year (~$346/month). With the subsidies gone, they would pay $1,589/month.

What About SNAP-Ed? The Supplemental Nutrition Assistance Program Education (SNAP-Ed) is a federally funded grant program. SNAP-Ed is evidence-based and helps people make their SNAP dollars stretch, teaches them how to cook healthy meals, and lead physically active lifestyles. According to the USDA, On July 4, 2025, President Donald J. Trump signed Public Law 119-21, the One Big Beautiful Bill Act of 2025 (OBBB) ending required funding of SNAP-Ed with the fiscal year (FY) 2025 grant allocation. Federal SNAP-Ed funding ended effective September 30, 2025.

What About SNAP-Ed in Wisconsin? SNAP-Ed educators at schools across the state have done great work to support the school lunch program in the past by providing nutrition education to students and helping school food service directors carry out certain projects to improve meal quality and acceptance (such as carrying out taste tests of new menu items). 

Are Any Actions Being Taken? Various advocacy groups and legislators have been working hard to improve the situation for families. Also, the AP says, “Democrats have called on the Trump administration to release contingency funding to ensure uninterrupted SNAP payments, but it has declined to do so. Democratic state officials filed a lawsuit, asking a judge to require the Trump administration to keep funding SNAP benefits. They say that the government is required to use the contingency fund.”

When Will the Shutdown End? In order for the shutdown to end, both chambers of Congress must pass the same funding measure. However, the House has been out since September 19, and while the Senate is in session, none of the votes on spending bills have broken the stalemate. Without both the House and the Senate engaged, a deal cannot be finalized. This is the third longest shutdown ever.

What Can You Do?

  • Provide information. Share information about these programs will all parents and caregivers, to ensure they understand how they or their loved ones may be impacted. Share information about how they can check to see how their own benefits may change.(Access WI)
  • Provide any local resource information to families. This may include local food banks, special programs created in response to the shut down, financial and budgeting support programs, or programs created by the school district to provide additional food to families. I have seen creative ideas where families have volunteered to support another family in November with groceries. A food drive to help stock the local food bank may be helpful.
  • Engage in legislative advocacy. When you are not working, reach out to state and federal officials, write letters, join other efforts, get involved.
  • Raise Awareness with the School Community. Do teachers understand how their students may be impacted, distracted, hungry? Do school board members understand how students and also staff may be impacted, including their ability to focus at work? Share how your local community members may be impacted and ask that consideration is given for these impacts.

DPI: Judge Orders Restoration of School-Based Mental Health Grant Funds

A federal judge ruled that funding terminated in April for the School-Based Mental Health Professionals Grant Program must be restored.

In Wisconsin, grant funding was used to expand online certification pathways, support “grow your own” initiatives for future school mental health providers, and offer statewide training and professional development to improve staff retention. Wisconsin was one of 22 states to receive the grant award last year, building on the success of the DPI’s 2020 pilot program.

The program’s impact has been significant: participating districts saw a 14 percent reduction in the student-to-mental-health-professional ratio. Additionally, 487 new students enrolled in University of Wisconsin System graduate pupil services certification programs, and since 2021-22, 348 new mental health professionals have been hired to serve in local education agencies. The DPI is awaiting additional guidance on the restoration process and will share updates as they become available.

You Spoke, We Listened

Legislative Updates

Make Your Voice Heard, Even If You Can’t Attend Afternoon on the Hill

In 2025, the Joint Finance Committee once again restricted funding under the Aid for School Mental Health Programs to school social workers only, despite Governor Evers and Superintendent Underly’s repeated requests to expand eligibility to include school counselors and school psychologists. Now is the time to reach out to your elected officials and help them understand why local school districts need flexibility to hire the best-qualified mental health professional, whether that’s a school counselor, school psychologist, or social worker, to meet students’ needs.

Counselors in districts represented on the Joint Finance, Education, Workforce Development, Economic Development, or Mental Health Committees are especially encouraged to connect. These are the legislators making decisions that directly shape the services available to our students, and your voice matters in those conversations.

Building relationships is the heart of advocacy. Even in a “non-budget year,” these connections make a lasting impact. For example, when Representative Andrew Hysell visited Prairie View Middle School after meeting school counselor Rick Hudson during WSCA’s Virtual Day on the Hill, he left with a deeper understanding of the counselor’s role. That visit inspired him to speak on the Assembly floor in support of Mental Health Awareness Month, referencing stories he heard directly from counselors.

Although registration for Afternoon on the Hill in connection with the WSCA conference has closed, your voice is still vital, and WSCA has tools ready to help you take action right now!

Visit the WSCA Government Relations Committee page to:

  • Find your elected officials and learn which committees they serve on
  • Access email and meeting templates tailored for school counselors
  • Review key talking points on the Aid for School Mental Health Programs
  • Learn practical tips for relationship-building with legislators
  • Explore ways to get involved with the WSCA’s ongoing advocacy efforts

Whether you send one email, invite a legislator to visit your school, or share a story about your students’ needs, it all makes a difference.

Even though the November Afternoon on the Hill registration has passed, your advocacy doesn’t have to stop. Together, we can ensure every school district in Wisconsin has the flexibility to hire the professionals students need most.

Visit the WSCA Government Relations Committee page to learn more.

2025-2026 Professional Development

Members Corner