Building School Mental Health Systems that Last: Ashley Greenwald on the Power of Peer Learning
Ashley Greenwald, Associate Professor of Research at the University of Nevada, Reno and Director of the Nevada Positive Behavior Supports and Intervention Technical Assistance Center, knows that lasting progress in school behavioral health does not come from isolated efforts. It comes from systems built together, tested together, and strengthened through shared learning.
As Ashley worked to launch a behavioral health ECHO (Extension for Community Healthcare Outcomes) in Nevada, she and her colleagues were invited to join a national peer learning network supported by CEC’s Mental Health Fund. “It was a great opportunity for Nevada to share our work and learn from other states,” she said.
The Council for Exceptional Children’s ECHO Project, led in partnership with the University of South Carolina School Behavioral Health Team, brings together state education agency leaders, district partners, and school teams to strengthen school behavioral health within Multi-Tiered System of Supports (MTSS). Through expert guidance and case-based discussion, participants focus on building the structures needed for consistent, sustainable implementation.
For Ashley, one of the most valuable aspects of the experience was learning how other states are navigating familiar challenges. “The most meaningful components have been hearing how other states have addressed and overcome barriers,” she shared, “in particular, workforce development and funding.” Those conversations led to an important realization. While Nevada continues to face real challenges, the team’s work was further along than they had fully recognized. “It’s been great to learn that while we feel like we have a long road ahead in Nevada, we have actually made a lot of progress,” Ashley reflected. “It has also been very validating to hear that other states have similar barriers and hurdles to overcome.” That combination of validation and perspective helped clarify what comes next. “Being able to share specific challenges we are facing and receive feedback from peers in similar roles has been very beneficial,” she said. “It has given us renewed energy and direction.”
The impact of ECHO extended beyond conversation. “Participating in the ECHO Project gave us new ideas that we were able to include in a competitive application for state funding,” Ashley explained. “We were fortunate to receive that funding and will be able to roll out new efforts in our state.”
Nevada leaders now plan to build on this momentum by leveraging university supervisors and interns to support school mental health efforts, elevating practices that are already working, and strengthening engagement with local policymakers to secure sustainable funding.
The ECHO Project also deepened collaboration within Nevada itself. “It has been really nice to get to know our own state partners in a more intentional way,” Ashley shared. Working across state, district, and school levels helped align priorities and accelerate planning. “We have already started planning together for pilot school mental health approaches in the next semester.”
Support the Mental Health Fund
With continued investment in CEC’s Mental Health Fund, CEC will expand ECHO Project cohorts, deepen participation, and support states in building ECHO satellites that strengthen local implementation nationwide.
To explore giving options or discuss a commitment, contact [email protected].