We begin by listening: what students need, what support already exists, what families should know, and what your school wants to accomplish. From there, we define a practical plan, schedule, and set of responsibilities.
We work with district and school leaders, student services and counseling teams, curriculum and instruction leaders, educators and support staff, school and community partners, and grant or program teams. Recommendations consider students, the school calendar, current services, family expectations, available staff, safeguards, and funding.
In the nationally representative 2021 Youth Risk Behavior Survey, conducted during the COVID-19 pandemic, 61.5% of U.S. high school students reported feeling connected to others at school. These national data provide context; they are not results from Life that Counts programs.
Grade levels, group size, current concerns, desired outcomes, and the voices that should shape the plan.
Facilitator readiness, supervision, family communication, student safety, scheduling, and referral pathways.
Define student needs, school priorities, existing support, and constraints.
Choose the program, roles, schedule, responsibilities, and measures that make sense.
Review content, equip facilitators, communicate with families, and confirm supervision, referral, accessibility, and safety procedures.
Follow the agreed plan with appropriate adult oversight and school coordination.
Review participation, experience, delivery quality, lessons, and next steps.
Explore the programs most often discussed with schools, or review the full portfolio.
Agreed materials, facilitator preparation or delivery, and the documentation named in the agreement.
Approvals, scheduling, appropriate space, designated staff, family communication, attendance coordination, a clear path for student support and referrals, accessibility information, and applicable school policies.
The final agreement confirms each party’s responsibilities.
Before a program begins, we confirm content review, family communication, supervision, referral and reporting procedures, accommodations, and emergency procedures. The written plan also sets the schedule, roles, deliverables, and reporting.
Explore Impact & Evidence or request a consultation.
Start with the goal. BELIEVE provides a broader decision-making curriculum; Peer Mentoring helps schools structure supervised peer or cross-age relationships; HERO focuses on responsible help-seeking; and an assembly offers a shorter shared experience. A consultation can clarify which format fits the students, schedule, staff capacity, and existing supports.
Grade and age fit is confirmed for the specific program during consultation. Life that Counts does not use a historical program’s grade range as the specification for a current offering.
Requirements vary by program and school context. The written plan confirms designated staff, scheduling, space, adult oversight, family communication, referral pathways, accessibility information, and each party’s responsibilities before delivery.
Planning confirms content review, family communication, applicable consent or assent procedures, supervision, accommodations, reporting and referral procedures, and school emergency protocols before a program begins.
Life that Counts publishes historical evaluations with their methods and limitations. Those findings describe earlier implementations and do not establish outcomes for BELIEVE, Peer Mentoring, HERO, assemblies, or another current offering unless a page explicitly says otherwise.
We can discuss possible school, grant, foundation, corporate, community, and individual funding pathways, but Life that Counts does not guarantee funding.
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