Skip To Main Content

Health & Wellness

Reminders

  • Dental exams should occur every six (6) months.
  • Physical exams should occur annually (every year).
  • See HuskyHealth for more insurance and health information.

Important Flu Vaccination Reminder

Flu vaccinations are required for all students. Documentation must be submitted to the health office before winter break. Any student without documentation will not be permitted to return to school after the break.

 

 

Contact Us

Rebekah Donner

School Nurse

Phone: 860.647.5003
rdonner@mpspride.org

There is an OPEN DOOR POLICY in Ms. Donner’s office — parents, children, and families are welcome anytime!

Nicole McDonald

Social Worker

Phone: 860.643.3605
nmcdonald@mpspride.org

 

Health Resources

Women, Infants, and Children (WIC)

The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) provides federal grants for supplemental foods, health care referrals, and nutrition education for low-income pregnant, breastfeeding, and non-breastfeeding postpartum women, and to infants and children up to age five who are at nutritional risk.

WIC Program Information | WIC Eligibility Guidelines (PDF)

 

Mental Health & Wellness at Head Start

Building Social Skills in Young Children

At School – Second Step

Our program uses Second Step as our social-emotional curriculum. Second Step is a research-based program that aligns with The Creative Curriculum for Preschool developmental and learning objectives. It is designed to increase children’s school readiness and social success by building their social-emotional competence and self-regulation skills.

All staff have been trained to implement the curriculum. A Home Link activity is sent home weekly — these short, fun activities give children a chance to practice skills at home with their families and keep you informed about what your child is learning.

At Home Activities

Social skills are behaviors that promote positive interaction with others. Key examples for young children include sharing, taking turns, cooperating, and communicating clearly.

Everyday moments at home are perfect opportunities to strengthen these skills. Here are some simple, effective ways to practice:

  • Role-play real situations: If your child stands too close or struggles to get a friend’s attention, practice personal space or conversational starters together. Create little stories to make it fun.
  • Talk about feelings while reading: Ask “How do you think this character feels?” and “What could someone do to help?”
  • Use puppets or toys: Act out common classroom or playground situations with stuffed animals, dolls, or figurines — great for discussing tricky moments.
  • Practice waiting and turn-taking: Play “restaurant,” “grocery store,” or line up toys to take turns — everyday games that build patience.

Resources

Behavioral & Mental Health Manager – Head Start Performance Standards

The Behavioral & Mental Health Manager fulfills the following Head Start Performance Standards §1304.24 – Child Mental Health:

1304.24(a)(1)(i)
A mental health professional is on staff on a regular basis.
1304.24(a)(1)(i)
Attends all parent orientation meetings, explains role, and is available for informal conversations with parents about concerns.
1304.24(a)(1)(ii)
Regularly confers with teachers regarding observed behaviors of concern and is consulted when teachers have concerns about a child’s behavior.
1304.24(a)(1)(iii)–(iv)
Parents have opportunities to discuss their child’s behavior during monthly parenting skills sessions and throughout the program year. The first contact with Head Start models nurturing, supportive, appropriate behavior.
1304.24(a)(1)(v)
Offers a comprehensive series of parent workshops on topics including emotional well-being, stress management, social-emotional competency, decision-making, and other mental health issues.
1304.24(a)(1)(iv)
Parents are integral partners in the educational and mental health treatment process for their child and family when needed.
1304.24(a)(2)–(3)
The Mental Health Professional is a permanent, full-time staff member with a posted on-site schedule shared at orientation.
1304.24(a)(3)(i)–(ii)
Participates in weekly management meetings to discuss program needs, parent meetings, individual children, interventions, and other concerns. Meets regularly with Family Advocates.

Mental Health and Wellness at Head Start

 

A woman laughs joyously in a café. A man cries at the end of a sad movie. A toddler whines as she looks for her favorite toy. Happiness... sadness... frustration... these are all emotions that are regularly experienced by everyone from infants to the elderly. Emotions are shaped by our biology and environment, and how we think, feel, and act is shaped by mental health. What does mental health mean for a child? A Head Start staff member? A family unit?

The World Health Organization (WHO) defines mental health as a “state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community.” WHO’s definition of mental health aligns with many of the goals of Head Start programs around the country.

 

Building Social Skills in Preschoolers

Preschool

Social Skills are behaviors that promote positive interactions among people. Some examples of important social skills for young children are sharing, taking turns, cooperating, and communicating clearly.

Not surprisingly, children who have poor social skills often have a hard time getting along with other children. Fortunately, daily opportunities can be created to help strengthen these skills in children.

  • Practicing social skills is a way to work on specific aspects of social interactions. For example, if you notice a child stands too close to peers or has difficulty getting a classmate’s attention; help them learn about personal space or conversational skills through role play in the classroom, or at home. Create stories to help teach these skills.
  • While reading books, ask children many questions about how the characters may be feeling and why. Ask the children what someone in the story could do to make a character feel better.
  • Use puppets, dolls, stuffed animals, and play figurines as props to help demonstrate and teach social skills. You can use the props to help discuss frequent classroom issues or to help children discuss an individual problem.
  • Set up play situations that give practice in turn-taking. Going to a restaurant, grocery store, or the movies are examples of activities in which we may have to wait in line.

Resources: