By Kate Eberle Walker
Last year, leading children’s health authorities declared a national state of emergency in children’s mental health, and schools nationwide are struggling to provide enough trained staff to respond. The available workforce of school-based clinicians—counselors, psychologists, and other mental health professionals—cannot keep pace with the growing needs of students.
In the 2020–21 school year, the national ratio of students to school counselors—professionals who often deliver direct services—was nearly double the recommended level. For school psychologists, who typically design screening systems and deliver evidence-based interventions, the student-to-psychologist ratio is also more than twice what professional guidelines advise. These shortages leave many students without timely access to care.
Students face a widening range of mental-health challenges, from anxiety and depression to trauma and family stress, and they are increasingly turning to educators for help. In response, roughly two-thirds of schools have expanded the kinds of mental health services they offer. That expansion has put intense pressure on school clinicians and counselors, who report rising caseloads, longer hours, and higher rates of burnout.
These responsibilities fall disproportionately on women: about 80% of school psychologists and 85% of school counselors are female, as are large shares of classroom teachers. The pandemic added another layer of strain, with many working mothers taking on more caregiving tasks at home. For some clinicians, the demands have forced painful choices between family needs and a demanding professional role.
One suburban school psychologist described the dilemma clearly: in addition to a heavy roster of students with mandated services, she was supporting children experiencing family trauma related to custody disputes and illness. With a newborn and a young child at home, she must consider whether to leave the field for something less demanding. Stories like this are common and underscore the urgency of retaining skilled clinicians.
Schools and districts must act deliberately to retain staff—especially women—during this difficult period. Below are practical strategies leaders can put in place to keep therapists, counselors, and psychologists engaged and able to serve students.
Understand caregiver responsibilities
Meetings and duties that fall after the school day can create real stress for staff juggling family responsibilities. Administrators should look beyond standard benefits and explore creative supports that reduce daily friction. Smaller schools may have flexibility to tailor health benefits or employee assistance programs, but even larger districts can identify practical ways to ease evening burdens.
Simple, targeted solutions make a difference: provide occasional staff meals, arrange discounted grocery delivery, partner with local businesses for staff discounts, or coordinate dry-cleaning drop-off services. Where feasible, work to secure childcare options near school facilities or subsidize nearby childcare providers. The most important step is to ask staff where they struggle and then prioritize solutions that directly address those pain points.
Offer flexible and remote work options
School-based therapy is a caregiving profession by nature, and many clinicians are motivated by their desire to help children. Flexibility in scheduling and remote work options make it possible for clinicians to balance professional responsibilities with household and caregiving duties, increasing the likelihood they will remain in the field.
Surveys across industries show flexibility is a decisive factor for many working mothers: a large share say they would return to work if remote or flexible options were available. In schools, teletherapy and hybrid models allow clinicians to set schedules that protect their time and energy while still delivering high-quality services to students. For many providers, remote work reduces commuting time and childcare conflicts, enabling them to stay in roles they find meaningful.
“Working remotely has allowed me to be the sole provider for my family and a loving, involved mom while keeping my 26-year career going strong,” said one remote school psychologist. “The flexibility saves energy, time, and money, and gives me balance. I don’t have to sacrifice my family or my career.”
Empower women with leadership and growth opportunities
Although women make up most of the teaching and clinical workforce, men still occupy a disproportionate share of top district leadership roles. District leaders can help close that gap by actively supporting the development and advancement of female staff. Career growth and professional development are powerful retention tools—administrative support and mentoring are linked to lower attrition.
Empowerment doesn’t require immediate promotion; it starts with meaningful career conversations, individualized professional development plans, and regular touch points beyond formal evaluations. Encourage mentorship programs and create space for women to take on visible responsibilities that align with their goals. Make sure staff engagement surveys capture the experiences of female employees specifically, and use that data to guide decisions about inclusion in leadership, decision-making, and professional growth opportunities.
Schools already measure student outcomes by subgroup; apply the same careful, data-driven approach to employee experience. Track who is contributing to decisions, whose voices are heard, and whether opportunities—and recognition—are distributed equitably across the workforce.
In a time when clinicians are managing larger caseloads and more complex needs, one-size-fits-all solutions won’t suffice. To retain educators when students need them most, schools must provide concrete supports: flexibility, remote work options, relief for caregiving burdens, and real pathways to leadership and growth for women in the profession.
About the author
Kate Eberle Walker is an education industry leader, author, and working mother with more than 20 years of experience managing, advising, acquiring, and investing in education companies. She is the CEO of Presence, a leading provider of teletherapy solutions for children with diverse needs. Previously, Kate served as CEO of The Princeton Review and Tutor.com and led strategy and investments for Kaplan, Inc. She serves on several education-focused boards, including Babbel, Barnes & Noble Education, Prospect Schools, and Testing Mom.
Kate is the author of The Good Boss: Nine Ways Every Manager Can Support Women at Work. She lives in New York with her husband and two daughters.
This article was originally published by The Learning Counsel, a research institute and news media hub focused on the shift in education to digital curriculum.