Helping Students Transition Back to School: The Role of Education Specialists in PHP and IOP Care
Learn how education specialists bridge treatment and academics by working with schools, supporting learning goals, and easing transitions back to the classroom.
When a family is navigating a mental health crisis, deciding what comes next can feel overwhelming. This uncertainty often becomes more pronounced as a student steps down from PHP or IOP mental health treatment and prepares to return to mental health and IOP treatment. and prepares to return to school, bringing concerns about academic catch-up, missed coursework, and social reintegration.
In this conversation with Brigette Kuykendall, Senior Education Specialist at Compass Health Center – Brookfield, we explore how education specialists support school re-entry as part of a whole-person approach to care. These specialists help bridge the gap between PHP and IOP treatment and a student’s home school, ensuring academic continuity while clinical needs are being addressed.
At Compass Health Center, education specialists coordinate with schools, support IEP and academic planning, and guide the reintegration process so students can continue progressing academically throughout treatment and transition back to the classroom with support in place.
In this interview with Britt Teasdale, Associate Director of Brand and Content, Brigette shares her professional journey, her perspective on Compass’s individualized care model, and how Compass’s model of care supports students in successfully re-entering school and thriving beyond treatment.
This interview has been lightly edited for grammar and flow. The speaker’s original meaning and intent have not been changed.
Meet Brigette Kuykendall: Supporting students and families in Brookfield, Wisconsin
Britt Teasdale (BT): What led you to Compass Health Center, and what brought you into this work?
Brigette Kuykendall (BK): Prior to working at Compass, I was a special education teacher and case manager in the Chicago Public School system. After COVID, I was ready for a change and to step out of the classroom, which led me to the Education Specialist role at Compass.
My prior experience working with higher levels of care showed me how often students were transitioning back to school without a clear plan—sometimes even returning without a re-entry meeting. We were missing key supports that set students up for success. At Compass, the Education Specialist role is focused on ensuring a seamless, supported transition back to school once students complete treatment.
BT: You had firsthand experience with children who were not getting that transition plan back and what that looked like. Could you tell me what it looked like when those students completed a PHP or IOP program and then came back into school without that support?
BK: In some cases, students came back and did well because they were on the correct medication or had learned strategies they were able to use independently. But the follow-through and the ongoing practice within their school environment were missing for a lot of kids. As a result, we often saw them dealing with the same behaviors, re-escalating in similar ways, and struggling with the same things they had before because we didn’t have a connection with their outpatient team.
BT: Can you tell me a little bit about what the opening of Compass Health Center in Brookfield really means for families who are looking for care?
BK: My teaching experience and work with higher levels of care were in the Chicagoland area. In my time here this past school year, I’ve heard consistent feedback from families, patients, and schools that there was largely one well-known option for PHP and IOP care, with only a few smaller programs emerging.
Our model is also somewhat different from other PHP programs in the region. While other programs may have educators supporting academics, schools have shared that the level of collaboration we provide—regular check-ins, weekly calls, and structured re-entry meetings before students return—has been a meaningful and welcome addition.
BT: Can you share how education specialists are embedded in our programs and what that looks like in practice?
BK: Within the first day or so, the education specialist contacts the school to ensure they’re aware the student is enrolled and that attendance is covered, with documentation sent within 24 hours. From there, we schedule a meeting with a key school contact—usually a counselor, social worker, or case manager—to better understand the student’s needs and identify appropriate academic priorities. Students then receive structured academic time during the day—90 minutes for children ages 8–14 and two hours for adolescents—focused on completing priority assignments provided by their teachers.
My role is to help schools identify what’s truly essential for students to stay on track academically, such as major projects, assessments, or foundational coursework, and to ensure anything nonessential is excused. The goal is to reduce academic stress so students can focus on their treatment and recovery.
BT: In your experience, what are some common school-related challenges that tend to go hand in hand with mental health concerns?
BK: School anxiety and refusal is one that will show up, and that doesn’t necessarily even have to do strictly with attendance—it can also show up in how anxiety presents in the classroom. Difficulties completing work can be related to anxiety, but they could also be related to focus and attention issues or depression. The diagnosis can manifest in a variety of different ways.
Some things to look out for are a drastic change in academic presentation—if a student is suddenly missing a significant amount of work or struggling to get to school. Some students also struggle with maintaining emotional regulation during school days. That can look like crying, difficulty staying in class, frequent trips to student services, or a student regularly going to the nurse or calling home to relieve anxiety.
BT: What are some signs that a child or teen would benefit from PHP or IOP mental health care?
BK: Ongoing attendance concerns are a big sign. If you’re continuously attempting plans with your outpatient team and school-based team and those interventions aren’t successful in improving attendance, then a higher level of care like a PHP may be warranted.
I also think any sudden shift in presentation—either negative or significant changes you’re noticing at school or at home—can be a sign that a higher level of care should be considered. That could include a sudden drop in grades, sudden school refusal, or other abrupt changes in functioning.
We also work with students experiencing self-harm or suicidal ideation. The only situation where we would recommend care above PHP or IOP—such as inpatient hospitalization—is if there is an active plan. Our goal is really to support patients at this level of care so they can still go home and continue working on these concerns in their natural environment, rather than needing to be away from it entirely. They can be supported within a PHP or IOP setting.
BT: What are some misconceptions that families have when starting PHP or IOP mental health treatment at Compass?
BK: Parents oftentimes come in with a lot of concerns—and I think rightfully so—about their child being penalized or not getting the credits they need to graduate. Those concerns are very valid. Once I get more clarity from the school and I’m having direct conversations with the school team, that concern is no longer present. From the schools I’ve worked with this year and over the years at Compass, I have not encountered schools that want students to face consequences for seeking help for their mental health. The goal is really to figure out how we can support them and help them be more successful moving forward.
BT: When a parent is concerned about involving the school, how do we coach them through that?
BK: In general, schools are very accommodating and have experience working with Compass and other similar programs in the community. There are times when parents want to be cautious about specific details shared with the school. I am very mindful of sensitive information such as substance use or risky behaviors outside of school, and I always seek clarity from families about what they are comfortable sharing with the school team.
That said, my priority is always focused on the academic piece and ensuring the student is set up for success when it’s time to return to school.
BT: What are some changes you see in children and teens from when they first start in your program to when they’re preparing to discharge?
BK: The change is often really remarkable. Many students come in very certain that they won’t return to school—they may be planning to go virtual, transfer, or even step away from school altogether.
From the start, I’m very intentional about language. It’s always framed as “when we go back to school,” not “if.” While some students do transition to different educational settings, the expectation is generally a return to their home school. By discharge, many students shift into a very different mindset. We often hear, “I’m ready to be done with Compass and go back to school,” which is exactly the goal. Success looks like them feeling more confident and comfortable in their school environment than they did coming in.
A big part of that growth is self-advocacy. Students move from being passive participants to active voices in their re-entry planning, identifying the supports they need and taking ownership of what will help them succeed once they return.
BT: What would you say to families who are hesitant about stepping up to an IOP or PHP level of care?
BK: From an educational perspective, I want parents to know that I will advocate for their child and for them as a family. I was an educator, so I understand how disruptive time away from school can be, and I’ve also seen firsthand how significant unmet mental health needs can be in the classroom.
When those needs aren’t addressed, it can absolutely impact a student’s long-term growth. My role is to make sure school is not an added stressor during this time, and to partner with families so their child can focus on getting the support they need.
BT: And for parents who aren’t sure where to begin—what’s the best first step when they’re noticing academic or mental health concerns?
BK: Give us a call. Our intake specialists are master’s-level clinicians, so they can help serve as a brainstorming partner on appropriate next steps—even if it’s not necessarily a PHP-level need. I also think your child’s school team can be helpful, especially school-based clinical staff. If they have a case manager, counselor, or social worker, looping those people in can be valuable.
I feel strongly that open communication is the most helpful approach when dealing with these kinds of challenges, just to ensure everyone has the same information and is working toward the same goals.
BT: Is there anything you think is important for parents or school partners to hear that we haven’t covered?
BK: One thing I always want families to hear is that I’m a strong advocate for students in these conversations. I work closely with schools—through calls, meetings, and written communication—to ensure students aren’t being penalized for seeking a higher level of care. My goal is always to make sure families and students feel supported and reassured that the education team is in their corner.
Bios
Brigette Kuykendall is an education professional with over a decade of experience developing and implementing student-centered programs across school and clinical settings, with a focus on the intersection of education, mental health, and executive functioning support. Her work is grounded in relationship-centered practice, data-informed decision-making, and a commitment to long-term student success.
Britt Teasdale is a writer, photographer, and creative strategist. As Associate Director of Brand Management & Content at Compass Health Center, she has spent nearly a decade shaping narratives that translate complex clinical ideas into stories that resonate, reduce stigma, and help families access care. She holds an MFA in Creative Nonfiction Writing and began her career in journalism. She co-hosts Compass’s podcast, You Only Know What You Know.
