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District Spotlight: Minnetonka Public Schools in Minnesota
In March 2024, The Jed Foundation (JED) and AASA, The School Superintendents Association, announced the selection of 15 school districts to participate in the District Comprehensive Approach pilot, a transformational program that guides districts in improving systems of support for pre-K–12 students’ emotional well-being. The program is now called the JED and AASA District Mental Health Initiative, and it is enrolling new districts into future cohorts.
In an ongoing series of blog posts, we feature each of the 15 pilot districts and their work learning and leading powerful mental health and suicide prevention practices that will benefit students around the country.
District: Minnetonka Public Schools in Minnesota
Number of schools: 9
Number of students: 11,000+
About the district: The Minnetonka Public School District (MPSD) serves 10 communities in western suburbs of the Twin Cities. As part of the state’s open-enrollment program, MPSD serves additional students from 45 other Minnesota school districts. The district’s mission is to ensure all students envision and pursue their highest aspirations while serving the greater good.
JED and AASA asked MPSD superintendent David Law what the district hopes to accomplish during its time in the program. (Responses have been edited lightly for length and clarity.)
What is your primary reason for participating in the District Comprehensive Approach inaugural cohort?
The positive mental health of both students and staff remains a top priority for our school district. We strive to be proactive, rather than reactive, in our efforts to address the challenges and opportunities our students encounter.
Explain why student emotional well-being is a priority to you, your district, and your community.
We know that students do better when they feel safe, supported, and connected. We also know that teachers and staff are happier and more productive when they feel respected and supported. Achieving excellence in student well-being, connection, and belonging is a top goal for our district that was set by our school board. As part of the effort to attain this goal, our principals, teachers, and administrators are committed to fostering a welcoming, supportive, and inclusive environment across the entire school community.
What does participation in the District Comprehensive Approach mean for the well-being of your students and the culture of your district?
It’s an important opportunity for us to learn and grow alongside other innovative and proactive educational and mental health leaders. We are eager to make this investment in new mental health strategies to better engage and support our students.
How can students and their families and caregivers benefit from your district participating in this initiative?
As we learn from the District Comprehensive Approach how to strengthen mental health supports, we will review and update our existing best practices to better meet the needs of students and their families. We will share what we learn and put new strategies into action that will further benefit our community.
Where do you hope to move the needle in your district as it relates to mental health?
We continually monitor student mental health through an evidence-based screener that enables students to self-report and staff to provide input and monitor results. Ideally we will see even stronger trends that demonstrate improved mental health and skill-building among our students as a result of our participation in the District Comprehensive Approach. Our school leaders recognize that the times we’re living in are challenging. We want our students to feel supported and cared for in our community. We also want them to understand that there are people and resources available to help them when they need it, including counseling staff, social workers, and psychologists, along with additional information in the Well-Being Guide on our district’s website.
Read about the other school districts participating in the District Comprehensive Approach: