West Jordan High School Student Wellness Plan 2026-27

Our school’s mission is to:

• Using Jordan School District’s ‘Portrait of a Graduate’, West Jordan High school strives to create opportunities for each student to be an empathetic communicator, resilient learner, and responsible contributor.

Student Wellness & Prevention Plan

Prevention Overview:

Research shows that addressing behavior and wellness concerns before they occur is much more effective than trying to stop them after they start. These proactive efforts are our primary prevention strategies. These strategies focus on the root causes, like enhancing protective factors and decreasing risk factors, strengthen well-being and help students build resilience to thrive. They act as buffers against risk and promote resilience, healthy development, and positive outcomes. Risk factors are conditions that increase the likelihood of academic, behavioral, or mental health difficulties. Our school supports student development of Utah State Board of Education’s five protective factors represented by the graphic below; more information about these protective factors can be found using this link.

Our school supports student wellness by prioritizing primary prevention practices that are centered on building protective factors and promoting positive, intentional social, emotional, academic, and behavioral development for all students. This prevention plan includes universal strategies (for all students) as well as targeted strategies (for small groups or a few students) for each section below.

        1 - Concrete Supports:  Teachers, Counselors, MHAP, Principal Pantry, School Psych x2, School Social Workers, Grad Coaches, Restore and Reset (R&R), Base Camp/Diploma Now, ELL aides, Clubs, Teams

 2 - Knowledge of Development:  Breadth of Courses, IB, PLC focus on our demographic of students, mental health nights for parents, counselors presenting to faculty, MTSS, options for coursework

 3 - Clubs (LIA, BSU, POP, Asian Alliance, SOS, etc), supporting athletic teams

 4 - Panorama, process for class changes, PLC, R&R

 5 - School trips, Panorama, CCR

Student Engagement & Attendance:

Our school believes that attendance directly impacts academic achievement, social development, and future success. Attendance also reflects a student’s sense of belonging. Some of the efforts our school prioritizes to encourage student engagement and promote attendance are listed below:

• Our school uses Panorama early warning system to identify students who may be at risk of disengagement or absenteeism, which allows us to proactively support students in feeling connected and engaged at school.
• Our school staff cares about our students and is committed to getting to know them to help them feel a sense of belonging.
• Our school creates frequent opportunities for students to connect with each other, build friendships, and feel a sense of belonging with their peers during class, at recess and lunch, and throughout their day.
• Our school staff monitors attendance using the District dashboard and notifies parents of absences.
• Administrators contact parents through text messages, emails, letters, and home visits to support student attendance.  
• Grad Coaches and R&R support student learning and positive behavior by using R&R, teaching basics of support regarding school and home.
• Activity Holds have been instituted for 2 years to support positive attendance for all activities (school activities, clubs, athletics) and use supportive adults to encourage attendance.

• Attendance parties have been held once a month to support positive attendance.

• Minga has been used as an attendance support to help students remain in class and participate in learning.  
• Home Visits have been instituted during the 25-26 more broadly by mentor adults, counseling, administration, and SRO.  

Social, Emotional, and Behavioral Well-Being:

Our school prioritizes prevention by offering support and services to our students and their families. Some of our everyday efforts, including the systems and strategies for supporting our students, are listed below:

• Using Jordan School District’s ‘Portrait of a Graduate’, West Jordan High school strives to create opportunities for each student to be an empathetic communicator, resilient learner, and responsible contributor.  These skills are reinforced in classrooms, through student/household supports, and the school-wide vision for students and teachers.  

• Empathetic
• Resilient
• Responsible

• Efforts of Wellness

• Empathetic
• Resilient
• Responsible

• Friday Personalized Learning
• Cross-content activities/resets
• Counseling Center delivers Plans for College and Career Readiness to every grade, the lessons and individual meetings focus on planning and promoting personal responsibility.
• Sources of Strength monthly campaigns focus on protective factors that enhance and promote resiliency
• Our peer leader class includes lessons that promote empathy and teach students strategies for developing empathy. Monthly school wide campaigns include information on ways to offer empathy and support to our school community.

• MTSS (Multi-Tiered Systems of Support) is held weekly on Wednesdays, and includes the following individuals:  Administration, Counseling, Special Education, School Psychologist, School Social Worker, SRO, Grad Coaches, ELL Aides, and outside invites.  Before the MTSS meeting, teachers send names of students they are concerned with, then a list is available for teachers to review students on Tier 1, 2, or 3.  Additionally, counseling has provided PD on MTSS to teachers.
• Our school uses Panorama data management to identify students in need of additional support and proactively meet their needs.
• Our school provides access to District mental health and support resources through Student Services, which includes the Jordan Family Education Center and Mental Health Access Program.
• Our school provides access to academic support with District departments to support the success of every student.
• Our school’s mental health and student support providers (school counselors, school psychologists, clinical support, etc.) are trained and supported by District administration to follow current best practices in prevention and intervention efforts.
• Our school intervenes with early warning, content monitoring, and anonymous reporting tools with support from District specialists to identify and support students who may be at risk.
• Our school provides access to parent and family resources including a District partnership with the Cook Center for Human Connection’s Parent Mental Health Series platform which is shared with parents monthly through Parent Square and District web content.
• Counseling has held a ‘Mental Health Night’ with community resources (OCD wellness Center, West Jordan Counseling Center Multicultural Counseling Center, Jordan Family Education Center, Salt Lake Youth Services , language supports, are available to support students/parents.  Additionally, the SOS group holds a ‘Self-Care’ night before prom each year which includes several volunteer community providers who provide free services to promote wellness and self care.

Suicide Prevention

• Our school’s mental health providers and administrators are trained on and review District suicide risk intervention guidelines annually with support from Jordan District’s Student Services Team.
• Schoolwide suicide prevention is done through a student group, Sources of Strength (SOS).  SOS supports, through monthly activities/campaigns that encourage positive mental health, creating positive relationships, and talking about mental health topics.
• Beginning of the year training through counseling/administration along with professional development done through the counseling team.
• Counselors and administrators share information on JFEC for students/parents.
• All of our District’s staff participate in an annual crucial concerns training to maintain employment in the District, which covers topics such as suicide, bullying, and violence prevention.
• Students identified who may be at risk of suicide receive interventions and support in partnership with their parents and guardians, appropriate to their individual needs. This may include a screening interview, parent/guardian collaboration, a safety plan, mental health recommendations/referrals (Jordan Family Education Center, Mental Health Access Program, etc.), a re-entry meeting, and regular follow-up.
• Our school prioritizes early intervention and utilizes several District supported tools to support student wellness when needed. These tools include  content monitoring on student’s school accounts to respond to concerning content, SafeUT anonymous reporting for students to express concerns, and early warning data system through Panorama.
• Discussing implementation of a social/emotional curriculum into our Careers classes
• Panorama lessons used to address specific data from student Panorama responses
• We offer parent education at our community Mental Health Night as well as Parent-Teacher Conferences
• Students are recommended to MHAP therapeutic supports, Jordan Family Education Classes, and group counseling with the counseling center

Bullying Prevention

• R&R is used for chronic absenteeism, behavior supports, bullying intervention, along with academic tutoring.  Additionally, mediation is done with administrative approval and with the support of counselors, school psychologists, and our social worker.
• Our school team proactively reviews relevant data on school climate, safety, and bullying by identifying vulnerable populations (e.g., racial and ethnic groups, LGBTQ youth, students with disabilities) and specific spaces where bullying may be likely to plan support accordingly.
• Our school’s staff is trained on school procedures for recognizing, reporting (SafeUT, content monitoring, etc.), and responding to bullying incidents.  SafeUT, CSTAG, and Panorama Data is used to act as an intervention of support.
• All of our District’s staff participate in an annual crucial concerns training to maintain employment in the District which covers topics such as suicide, bullying, and violence prevention.
• Students involved in incidents of bullying as targets, aggressors, or witnesses receive support for their individual needs which may include suicide risk assessments, counseling and mental health services, Functional Behavior Assessment (FBA), Behavior Intervention Plan (BIP), a student wellness plan and/or parent/guardian contact—recognizing that targets, aggressors, and witnesses of bullying are more susceptible to school issues.
• Our school’s administrators have been trained on Bullying Action Planning through the District Wellness Team and continue to implement best practices in bullying intervention, with the overall goal of prevention.
• Our school prioritizes early intervention and utilizes several District supported tools to support student wellness when needed such as content monitoring on student’s school accounts to respond to concerning content, SafeUT anonymous reporting for students to express concerns, and early warning data system through Panorama.
• Students impacted by bullying can use remediation services, R&R room to re-center, use no-contact orders, and use office staff as check-in points.  SOS and ‘Why Try’ curriculum support broad and specific mental health supports.

Violence Prevention Plan

• Our school’s administrators are trained on the Comprehensive School Threat Assessment Guidelines (C-STAG).  CSTAG is done with administrators, mental health professionals (counselors, school psychologist, social worker), and with the school resource officer (SRO).
• Our school has a process for timely response to school threats using Comprehensive School Threat Assessment Guidelines (C-STAG) and its decision tree. This includes warning potential victims and their parents/guardians.
• Our school’s staff and students are aware of school procedures for recognizing and reporting (SafeUT, content monitoring etc.) threats of violence.  Students actively use SafeUT and there are posters in administrative offices and the school for students to access SafeUT.
• Students who are affected by or who make threats of violence receive interventions that proactively support students by building skills, meeting needs, and problem solving that aligns with the school’s universal strategies. Students receive support appropriate to their individual needs which may include problem-solving, interviews, suicide risk assessments, Functional Behavior Assessment (FBA), Restorative Conferencing, Mediation, a Behavior Intervention Plan (BIP), counseling and mental health services, a student wellness plan and/or parent/guardian contact.
• Our school prioritizes early intervention and utilizes several District supported tools to support student wellness when needed: content monitoring on student’s school accounts to respond to concerning content, SafeUT anonymous reporting for students to express concerns, and early warning data system through Panorama.
• All of our District’s staff participate in an annual crucial concerns training to maintain employment in the District which covers topics such as suicide, bullying, and violence prevention.
• WJHS works closely with community resources, WJPD, JSD Health and Wellness, and more to ensure students are supported following a CSTAG, Safe School Meeting, or other situation.  

Please contact our administration for questions regarding our plan.