Mental Health, or Emotional Well Being, is more than being able to say that one feels well within a given situation. It involves an individual’s overall positivity and life satisfaction. It includes the emotional quality of daily and momentary experiences and reflective aspects, such as judgments about life satisfaction, sense of meaning, and the motivation to set and work towards personal goals. 

Children with individualized education programs need a variety of supports to meet their IEP goals.  Among these needs, mental health can be a major factor in learning outcomes.   

Generally, even young students can describe and rate their emotions, but many struggle to articulate complex feelings, or they may guard them until assured of their psychological safety. Asking a child to explain the nature of momentary feelings versus enduring moods can yield misleading results. Interpreting the various perceptions and expressions within the context of the child's culture is essential.

An ERHMS assessment involves clinical interviews of the child along with parents, teachers, and other people central in the child's education.  Standardized rating scales from parents and teachers can help compare perceptions of behavior to a national sample of same age peers.  Occasionally, a performance-based assessment in social perception or social-emotional awareness is needed.  

An ERMHS assessment acknowledges strengths and mental health concerns, while emphasizing a student's overall need for belonging, autonomy, and competence within their cultural identity.  Assessments will uncover relative strengths and opportunities for growth in self-efficacy, mindfulness, and emotional balance.

Results are presented in a written report with recommendations for eligibility, services, and goals.  Therapeutic strategies and parent-school partnerships are recommended along with evidence-based methods of addressing concerns.  Results can be presented to members of the child's student study or IEP team.