Assessing Student Wellness: San Diego Unified’s New Initiatives and Challenges in Measuring Well-being

San Diego Unified Grapples with Measuring ‘Student Wellness’ in New School Plan

San Diego, CA – October 31, 2025 – California’s second-largest school district is embarking on a bold, yet complex, endeavor: prioritizing Student Wellness as its foremost educational goal. San Diego Unified School District’s latest Local Control Accountability Plan (LCAP) places a significant emphasis on student wellbeing, a move spurred by the impacts of the Covid-19 pandemic, but fraught with the challenge of objective measurement. the shift represents a departure from traditional metrics like test scores and graduation rates, prompting debate about how to assess something as intangible as a student’s overall health.

Each year, California school districts are mandated to create these three-year lcaps, detailed spending plans submitted to the California Department of Education. These plans outline each district’s objectives and demonstrate alignment with statewide educational priorities, requiring collaboration with parents and community members.

The Pandemic’s Impact and the Rise of ‘Wellness’

The Covid-19 pandemic severely disrupted education and had a profound impact on students’ mental and emotional wellbeing. According to recent data from the CDC, emergency room visits for mental health concerns among children and adolescents increased significantly during the pandemic, rising 31% between 2019 and 2021.As schools reopened, administrators observed a surge in behavioral issues believed to stem from these underlying mental health struggles. Consequently, many districts, including San Diego Unified, began to prioritize social-emotional learning as a foundational element for academic success.

san Diego Unified’s decision to elevate “student wellness” to its top LCAP priority evolved from discussions with the Council of the Great City Schools, a coalition of large urban school districts. Trustees discovered a consistent theme: student wellbeing consistently emerged as a critical factor underpinning overall achievement. Board president Cody Petterson asserted that a student’s wellbeing is paramount, stating that academic instruction is rendered ineffective if students are not safe, supported, and engaged.

Defining and Measuring the Intangible

Despite widespread agreement on the importance of student wellness,defining and measuring it presents a unique dilemma. California’s Department of Education requires LCAP goals to be measurable, yet quantifying “wellness” proves exceptionally difficult. superintendent Fabi bagula acknowledged this challenge, stating that few districts have prioritized wellness to the same extent as San Diego Unified, and that defining it requires a collaborative effort.

To address this, district staff collaborated with stakeholders to develop four key components of student wellness:

Component	Description
body	Physical health through exercise, nutrition, and rest.
Mind	Mental and emotional wellbeing through mindfulness and learning.
Relationships	Connections with family and friends for support and love.
Community	Engagement with the community for belonging and purpose.

The district plans to use several data points as potential indicators of wellness, including student participation in school meals, health office visits, physical fitness assessments and, crucially, chronic absenteeism rates. Chronic absenteeism-when a student misses 10% or more of school days-has become a key proxy metric, as rates soared after the pandemic but have begun to decline. Discipline rates,extracurricular involvement,and even the condition of school facilities are also under consideration.

“Did You Know?” Chronic absenteeism is a strong indicator of student disengagement and can signal underlying issues impacting a student’s wellbeing.

District leaders are collaborating with the San Diego County Office of Education and researchers at San Diego State University to refine the chosen metrics. A pilot program will be implemented across several school clusters – Canyon hills,Mira Mesa,Mission Bay,Morse,and San Diego – to test the effectiveness of the proposed index.

Roman del Rosario, San Diego Unified’s director of data insights and systems support, envisions a multi-faceted dashboard, rather than a single number, to track wellness improvements. “We really want this index to measure what we want it to measure, ‘are our students well?’ And it’s such a kind of ambiguous target, ‘are our students well,’ so we’re really going to lean on the expertise of those out there that are doing the work,” Del Rosario explained.

“Pro Tip” Engaging with your local school board and participating in LCAP discussions is crucial for ensuring your voice is heard in shaping educational priorities.

This enterprising undertaking reflects a growing recognition that student success extends beyond academics. As San Diego Unified moves forward, the challenge lies in translating this recognition into a concrete, measurable plan that truly supports the holistic wellbeing of its students.

What role should mental health play in school curricula? How can schools effectively partner with families and communities to foster student wellness?

The emphasis on student wellness aligns with a national trend in education,as schools increasingly recognize the importance of addressing the social-emotional needs of students. This shift is fueled by research demonstrating a strong correlation between student wellbeing and academic performance. Furthermore, the long-term effects of the pandemic underscore the necessity of proactive mental health support for children and adolescents. Experts predict that prioritizing student wellness will continue to be a central focus for school districts across the country in the years to come, shaping policies and resource allocation.

Share your thoughts on this developing story in the comments below!

How effective are the SEL integration programs (Second Step and RULER) in demonstrably improving student emotional regulation and social skills, and what data is SDUSD using to assess their impact?

The Shift Towards Holistic Student Support

San Diego Unified School District (SDUSD), like manny districts nationwide, is increasingly recognizing that student wellness extends far beyond academic performance.A growing body of research demonstrates a strong correlation between student mental health, social-emotional learning (SEL), and overall success in school and life. This realization has spurred SDUSD to implement new initiatives focused on proactively assessing student well-being and providing targeted support. These efforts aren’t simply about addressing crises; they’re about building a foundation for thriving.

New Initiatives in san Diego Unified

SDUSD’s approach to bolstering student wellness is multifaceted. Key initiatives include:

* Expanded Mental Health Services: Increased access to school counselors, psychologists, and social workers. This includes a focus on early identification of students needing support.

* SEL Integration: Incorporating social-emotional learning programs into the curriculum at all grade levels. Programs like Second Step and RULER are being piloted and implemented across various schools.

* Wellness Centers: Establishing dedicated wellness centers within schools, providing safe spaces for students to access resources and support.

* Staff Training: Providing professional development for teachers and staff on recognizing signs of student distress and implementing trauma-informed practices.

* Partnerships with Community Organizations: Collaborating with local mental health providers and non-profits to expand access to services.

These initiatives represent a notable investment in student support, moving beyond traditional reactive models to a more proactive and preventative approach.

Measuring Well-being: The Challenges of Quantification

While the commitment to student wellness is strong, accurately measuring well-being presents significant challenges. Traditional metrics like GPA and standardized test scores offer limited insight into a student’s emotional and social health. SDUSD is exploring several methods to address this:

* The California Healthy Kids survey (CHKS): A comprehensive survey administered to students in grades 5, 8, and 11, providing data on student mental health, substance use, bullying, and school climate.

* Devereux Student Strengths Assessment (DSSA): A brief,standardized assessment used to identify students’ social-emotional strengths and areas for growth.

* Attendance Data Analysis: Monitoring attendance patterns as an indicator of potential student struggles. Chronic absenteeism is frequently enough linked to underlying issues affecting well-being.

* Behavioral Data tracking: Analyzing disciplinary referrals and other behavioral data to identify trends and potential areas of concern. However, this data must be interpreted cautiously to avoid bias.

* Qualitative Data Collection: Utilizing focus groups and interviews with students, parents, and staff to gather richer, more nuanced insights into student experiences.

The Role of Technology in Wellness Assessment

Technology is playing an increasingly critically important role in student wellness assessment. Several digital tools are being explored and implemented:

* Mood Tracking Apps: Some schools are piloting the use of apps that allow students to self-report their mood and emotional state.

* Online Screening Tools: Utilizing online questionnaires to screen students for symptoms of anxiety, depression, and other mental health conditions. These tools are typically used as a first step and are not intended to provide a diagnosis.

* Data Analytics Platforms: Employing data analytics platforms to identify patterns and trends in student wellness data, allowing for targeted interventions.

the use of technology raises important considerations regarding data privacy and equitable access. SDUSD is committed to ensuring that all students have access to these tools and that their data is protected.

Addressing Equity and Access in Wellness Initiatives

A critical challenge for SDUSD is ensuring that wellness initiatives are equitable and accessible to all students, notably those from marginalized communities. Students from low-income families, students of color, and LGBTQ+ students often face unique barriers to accessing mental health support.

Strategies to address these disparities include:

* Culturally Responsive Practices: Implementing culturally responsive practices that acknowledge and respect the diverse backgrounds of students.

* Targeted Outreach: Conducting targeted outreach to students and families who may be less likely to seek help.

* Bilingual and Bicultural Staff: Hiring bilingual and bicultural staff to provide support in students’ native languages.

* Removing Financial Barriers: Ensuring that all wellness services are available free of charge to students and families.

Real-World Example: Lincoln High School’s Wellness Center

Lincoln High School serves as a case study in successful wellness center implementation. The center,staffed by a dedicated team of counselors and social workers,provides a range of services,including individual counseling,group therapy,and crisis intervention.Data from Lincoln High shows