When asked for feedback about the wellness rooms in his district — and the behavioral health specialist and behavioral health technician who staff them — Cornell superintendent Aaron Thomas is rather direct.

“I couldn’t be happier,” said Thomas. 

This school year, the Cornell School District transformed two rooms in the school into wellness rooms — essentially mental health hubs. Rachael Quesenberry is the district’s behavioral consultant, while Jacob Gettle is the behavioral health technician. Both work in the district through Wesley Family Services. The wellness rooms are supported by Project SEEKS SES, a partnership between the Allegheny Intermediate Unit (AIU) and the Allegheny County Health Department (ACHD), ten school districts and three universities to explore a variety of resources to address trauma, behavior and mental health supports for students and staff.

“They’ve done a wonderful job of getting to know our teachers and our students,” Thomas said of Quesenberry and Gettle. “You’re just seeing a greater comfort level there, and now you’re seeing certain kids who need the check-ins and certain kids that need the support are getting them.”

Thomas said he believes there’s always been a need for greater behavioral and mental health support in school districts. In the years after the height of the COVID-19 pandemic, Thomas said that need was magnified. That made adding Quesenberry and Gettle an easy choice, once funds became available.

“I think it’s shed light and made social-emotional learning part of our common language and our common understanding of what social-emotional learning is, and behavioral health and mental health,” Thomas said of the COVID-19 pandemic. “I think it’s also normalized that it’s OK to get burned out, or frustrated or have anxiety.”

Quesenberry and Gettle have quickly fit in well into the district. Once the rooms started to come into form – and the two started in the district — they began bringing students together in the rooms for introductory activities, while also asking them for feedback for what they’d like to see.

“A lot of what’s in the rooms is influenced by the kids,” said Quesenberry.

Quesenberry supports the whole school, while Gettle largely supports elementary-aged students. The two both help out with a student when they’re in crisis, but do most of their work based on referral forms from staff. Once a referral is received, it goes through the student assistance program — looking to see what supports already might be in place — before determining that Quesenberry and Gettle are needed.

When that’s determined, a form is sent out to a parent or guardian before Quesenberry and Gettle meet with the student to map out a plan and next steps.

Of the students they’ve worked with, Quesenberry and Gettle believe they’ve been able to make a big impact.

“We definitely see marked improvement within the classrooms when we get feedback from the teachers. Kids that were doing cartwheels and flipping off desks and stuff are now not doing that. They’re able to sit in their chair, focus and are really thriving academically. They’re really kind to their peers,” said Gettle 

“Ultimately, independence is something we very much strive for. We are able to offer support and guidance, but once a kid can do it on their own, we really try to back off.”

Cornell Elementary Principal Jeff Carter lauded Gettle and Quesenberry’s work, especially noting their ability to smoothly navigate crisis situations. Before the two came onboard, Carter noted how crisis situations would oftentimes fall on his shoulders. He’s been happy to back off and place those situations in Gettle and Quesenberry’s capable hands, as they assist students in regulating and evidently being able to thrive academically.

“It’s such an impact with the kids. I know they’re not therapists, but I almost consider it therapy,” Carter said. “Thanks to the wellness rooms, kids are getting the help that they need. They’re doing a great job, and for kids that need the next level, they’re doing a great job of expediting that process.”

Gettle and Quesenberry are able to do their jobs well not just due to their qualifications, but also because of their kind and thoughtful demeanor. While Gettle might have the title of a behavioral health technician, he likes to think of himself as something simpler: a friend.

“I want to be a friend, just as much as what my actual title is. I want to be someone they can talk to and feel comfortable with,” said Gettle “If you’re connecting with them when they’re in Kindergarten, hopefully that connection stays as the years go on.”