Social-Emotional Learning & Student Wellness
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Department Social-Emotional Learning and Student Wellness logo

The Goose Creek Consolidated Independent School District (GCCISD) Behavior and Mental Health Support Systems is a division of support personnel within the Social-Emotional Learning Student Wellness Department. There are presently eleven Student Wellness Interventionists who are each assigned to a high school, junior school and one elementary campus.

Student Wellness Interventionists provide unique casework services to help students resolve personal, emotional, and social problems that interfere with their adjustment to school and their ability to enjoy the benefits of the educational process.

Student Wellness Interventionists are graduate level school social workers and school counselors who are specially trained in school system functioning and learning, as well as how students’ behavior and mental health impacts their ability to be successful in school. Areas of expertise include but are not limited to: education law, curriculum and instruction, classroom and behavior management, individual and group counseling, learning disabilities, school safety and crisis response, effective discipline, cultural competence, and consultation with educators, families and community providers.


As a part of the educational team, Student Wellness Interventionists assist and enhance student achievement in the classroom by developing strategies and interventions to improve academic, social, and behavioral performance. Additionally, the collaboration with families and the community remove barriers that impede student performance and assist students in reaching their fullest academic potential to increase participation in all educational program


The philosophy of the Goose Creek CISD Social-Emotional & Student Wellness Department is to provide a comprehensive school counseling program that promotes and enhances student success.  Approximately one in five school-aged youth experiences impairments in life functioning, including impacts on academic achievement, due to behavioral health issues/mental illness.


Outside of the student’s home, schools are the most likely place where mental health concerns will be detected. Fortunately, the earlier mental health concerns are detected and addressed, the more likely a student is to avoid the onset and/or progression of mental illness.


Texas school districts provide services to improve students' mental, emotional, and social health. These services include a wide range of trauma-informed behavioral and mental health prevention and intervention programs.


Because a significant portion of a child’s time is spent at school, schools provide a “captive” audience for the initiation of these interventions. Organizational assessment and consultation skills of counselors, social workers, and psychologists contribute to the health of students and the health of the school environment.

Contact Us

Student Wellness Interventionist
Phone Number
Bowie Elementary
Diane Slack
Student Wellness Interventionist
Phone Number
Baytown Junior School
LaShonda Sloan
Cedar Bayou Junior School
Melinda Crawford
Edward Franklin "EF" Green Junior School
Karen Hinch
Gentry Junior School
Carla Compton
Highlands Junior School
Rebecca Cole
Horace Mann Junior School
Crystal English
Student Wellness Interventionist
Phone Number
Goose Creek Memorial High School
Larneka Lavalais
IMPACT Early College High School
Elsa Aguilera
Robert E. Lee High School
Luke Nelson
Ross S. Sterling High School
Jana L. Williams
Stuart Career Technical High School
Elsa Aguilera
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As a member of the educational team, GCCISD Student Wellness Interventionists work collaboratively with members of the educational team to promote and support students' academic and social/emotional well-being through:
  1. Consultation
  2. Prevention/Intervention Strategies
  3. Crisis Intervention and Behavior Support through School-Based Counseling Sessions
  4. Conduct Social/Academic Instructional Groups and Individual Counseling sessions to enhance social development of students and provide peer support in accepting responsibility for their actions, overcoming crisis, trauma/grief, resolving conflict, improving attendance, decision-making skills, etc.
  5. Provide 6-9 weeks of documented intervention services utilizing evidenced based school counseling practices
  6. Support students transitioning from DAEP and residential placement
  7. Perform casework service with parents to increase the parents’ understanding, their constructive participation regarding their children’s academic performance, behavior, and basic needs, and their knowledge and use of available and appropriate resources
  8. Identification, development and coordination of resources/services
  9. Provide school staff and parents with community resources; coordinate and integrate school and community resources 10. School-Community
  10. Liaison
  11. Facilitate communication between school personnel and students, parents, and the community
  12. Provide workshops, and trainings to schools, parents and the community
  13. Serve on Crisis Response Team


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