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The STARS Enhanced School Assistance Program (ESAP) is an in-school mental health treatment program. It was created in 2016 to serve the needs of students seeking a higher level of support than STARS typically provided through our traditional Student Assistance Program (SAP). Our model is person-centered and based on evidence-based therapeutic practices that are responsive to the particular needs of the students. Through ESAP, students in grades K–12 are able to access confidential mental health services on-site in their own school environment, during school hours.

Download Program Brochure

Program Referral and Eligibility

ESAP currently is offered in Murfreesboro City Schools and in Williamson County high schools. All students attending schools where ESAP is operating may be considered for this program. Referrals typically are initiated by school administrators, school counselors, school social workers or STARS SAP counselors.  Students and parents/guardians also may request to initiate a referral. 

Eligibility is based primarily on the nature and intensity of the presenting concern and whether there are barriers to accessing similar services in the community. The program is intended primarily to meet the needs of students who are not able to access similar therapeutic services outside of school. ESAP services were provided during the 2018–2019 school year in the following school locations:

Murfreesboro City Schools:

Cason Lane Academy
Erma Siegel Elementary School 
Scales Elementary School
Overall Creek Elementary School
Discovery Elementary School
Hobgood Elementary School
Bradley Elementary School
Reese Rogers Elementary School

Williamson County Schools:

Franklin High School
Independence High School
Brentwood High School
Nolensville High School
Page High School
Centennial High School
Summit High School
Renaissance High School

Examples of Issues Addressed Through STARS ESAP

STARS therapists may work with students to address a wide range of issues, including (but not limited to) the following:

  • Depression
  • Anxiety
  • Self-injurious behaviors and suicidal ideation
  • Grief, loss and family transitions
  • Struggles with anger management
  • Difficulties with staying focused/on-task and following directions at school
  • Needs related to social/emotional skills development
  • Conflicts in family/peer/school relationships
  • Substance abuse

When necessary, due to the type or intensity of the presenting problem, the STARS therapists may make referrals to other treatment providers (such as psychiatrists for medication evaluation) to ensure that all needs are addressed as safely and effectively as possible.

ESAP Program Components

  • Individual therapy: The STARS therapist meets with the student for an individual therapy session once a week while school is in session at times during the school day that work best for the student’s schedule.
  • School-based support plans: When desired by students or parent/guardians, the STARS therapists collaborate with teachers, school counselors and administrators to design and implement school-based plans intended to enhance the student’s well-being and academic success. Support plans may include anything from accommodations in the classroom to opportunities for brief check-ins or breaks, or coaching for teachers on how best to intervene with the student to foster success.
  • Group-based interventions: Students may participate in small groups facilitated by the STARS therapist or SAP counselors (in cases in which these groups are offered at the school). These groups focus on building social/emotional skills and address a range of topics, such as healthy relationships, self-esteem, making positive choices, anger management, grief and loss, coping with divorce, and more.
  • Family-based interventions: Approaches toward family-based interventions are tailored to the needs and preferences of particular families and may include periodic meetings to facilitate connection and effective communication between students and family members, meetings to discuss and develop plans around structure and supervision at home, consultations around parenting strategies and techniques, and assessment and planning around resource needs the family may have.

Other Central Components Guiding Treatment and Intervention:

  • An initial and ongoing assessment, which aims to gather information about the problems students may be facing, along with their strengths and values;
  • A treatment plan, which describes the goals of services (what the students/families hope to achieve and how they will know when they have reached them) as well as the types of services desired by the student/family (e.g., individual therapy, parenting consultations, etc.);
  • A safety plan, including what to do in case of a crisis or emergency and strategies for intervention to address behaviors before they escalate; and

Treatment reviews/quality assurance to ensure that progress is measured over time and that practice is adjusted as necessary to meet the individualized needs of students and ensure high-quality outcomes.

Locations, Times and Costs of Services:

  • ESAP is provided on-site in students’ schools, during school hours. Individual therapy sessions and meetings are conducted in spaces to ensure confidentiality and to maximize comfort for the student and families. These sessions also are scheduled at times chosen to minimize academic disruption. 
  • ESAP services are free for all students and families. ESAP is funded by a variety of sources, including the United Way, local school districts, and private foundations and donors.

And most of all:

We hold all students and families who participate in STARS ESAP in the highest possible regard and strive to approach all of our interactions with curiosity, appreciation, integrity and respect. Student and family voice is at the center of this process.

We believe that …

  • All students have the potential to achieve the goals they set for themselves and to make the world a brighter, better place;
  • All parents want the best for their children, regardless of the circumstances or factors that may have interfered with turning their dreams into reality; and
  • No matter how big or overwhelming problems may seem, there is always, always room for change and for hope.

For more information about the program, please contact Lauren Dickson, clinical director, at 615-983-6810 or ldickson@starsnashville.org.

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In Their Own Words

STARS' MOVE2STAND team created a life-changing and inspiring day. I look forward to working with them again.

Courtney Fergie

STARS' MOVE2STAND opened my eyes to what is actually happening in our schools.

M2S student

STARS' MOVE2STAND let me be me. I didn’t have to hide anything. I had a voice.

M2S student

At STARS' MOVE2STAND, I was finally heard!

M2S student

At STARS' MOVE2STAND, I learned how people actually feel.

M2S student

STARS' MOVE2STAND made me come out of my comfort zone and interact with my peers. I loved the training!

M2S student

I loved sharing my story and hearing others’ stories at STARS' MOVE2STAND. I enjoyed how personal the training was.

M2S student

At STARS' MOVE2STAND, I let my guard down and realized how many people are just like me.

M2S student

STARS' MOVE2STAND has shown me what I need to do as a person.

M2S student

Because of STARS' MOVE2STAND, I better understand how to help people.

M2S student

Everyone came together like a family at STARS' MOVE2STAND.

M2S student

STARS' MOVE2STAND made me feel less lonely.

M2S student

We will continue the STARS' MOVE2STAND message in our school and community indefinitely. Positive relationships between young people are essential for student success in all areas of life. We would strongly recommend M2S for school systems looking to improve climate and build cohesive, productive atmospheres. The training created lasting impacts that will be remembered forever.

STARS' MOVE2STAND was by far one of the best student trainings I have ever seen after working in bullying prevention for eight years. The one-day leadership training had a profound impact on 150 students in grades 6-12 from Vermilion Local Schools. The students have taken the M2S momentum into their own hands and created welcoming, cross-age mentoring and community relations committees.

Our STARS’ SAP counselor is an asset to our school. So many students deal with issues outside of school that affect their ability to do their best at school. As a school counselor, my job has many parts and changes daily. I’m not always available to see a child in crisis, and I can't usually provide ongoing counseling to a student or group sessions. That is where our SAP counselor comes in. She does free individual and group therapy to help our students overcome personal issues and to succeed at school.

Christy Hood School Counselor

"Magnificent," "life-changing" and "incredible" don't give STARS' MOVE2STAND justice. The event inspired emotions, passion and realizations at Beech High School.

Jamie Greer Spanish Teacher

We have many students who have autism and ADHD, and STARS' Kids on the Block has changed how these students are understood by their peers. For example, one autistic second-grader has made great gains this year due to his classmates’ acceptance. This would not have happened without KOB.

Janet Watkins School Counselor

STARS' Kids on the Block is doing great work to keep our children safe.

Dawn Crumpton School Librarian

STARS' Kids on the Block’s puppet shows are developmentally appropriate and find a delicate balance between fun-loving and thought-provoking messages. Students like seeing a new show every year, ranging from problem solving to diversity awareness.

Deborah Finch School Counselor

STARS’ SAP program helped me be a better person, improve my attitude and work things out with my parents. STARS’ SAP program had a huge impact on me. My counselor Mr. Mayes gave good advice and helped me with a lot of problems I had in middle school.

Gra-Mar Middle School student

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STARS does not discriminate on the basis of race, color, gender, culture, religion or creed, socioeconomic status, language, age, sexual orientation, or national origin. No one shall be excluded from the participation in, be denied the benefits of, or be subject to discrimination under any of STARS’ programs or activities. STARS is an Equal Opportunity Employer.

This agency is funded, in part, by the Tennessee Department of Mental Health and Substance Abuse Services, the Tennessee Department of Education and by the Tennessee Commission on Children and Youth. This project is funded under a grant contract with the State of Tennessee.
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