Restructuring of Student Support in Pocahontas County Schools

 

Analysis of Healthcare Evolution and the Restructuring of Student Support in Pocahontas County Schools

Executive Summary

The healthcare and mental health infrastructure of the Pocahontas County School system has undergone a radical transformation, shifting from an expanded, federally funded proactive model during the COVID-19 pandemic to a leaner, outsourced administrative model by 2026. This transition was precipitated by a "financial cliff" following the expiration of Elementary and Secondary School Emergency Relief (ESSER) funds and a subsequent institutional collapse that led to a state-mandated State of Emergency.

Key findings include:

• Institutional Crisis: A 2024 West Virginia Department of Education (WVDE) review uncovered systemic failures in grade transcription, safety, special education, and counseling, leading to a State of Emergency declaration in February 2025.
• Professional Downgrading: To address recruitment challenges and fiscal constraints, the district abolished certified school counselor positions in favor of "Graduation Coaches," a move that prioritizes administrative credit-tracking over clinical mental health support.
• Policy Deviance: The WVDE approved the district's remediation plan and lifted the State of Emergency in 2026, despite the plan's apparent non-compliance with West Virginia state law regarding mandatory certified counselors.
• Service Fragmentation: Mental health support has transitioned from an in-house "immediate response" model to an outsourced model reliant on local clinics and telehealth, introducing "referral lags" and potential risks for student absenteeism and crisis management.

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The Financial Evolution of School Healthcare (2020–2024)

The institutionalization of medical oversight in the district began approximately 17 years ago with the hiring of its first school nurse. The COVID-19 pandemic necessitated an immediate expansion of this infrastructure, largely sustained by federal intervention.

The ESSER Funding Mechanism

Pocahontas County utilized three tiers of federal grants to stabilize and then expand health staffing.

Funding Source	Primary Purpose in West Virginia Districts	Impact on Health Staffing
ESSER I (CARES Act)	Immediate emergency response and PPE.	Initial stabilization of health staff and medical procurement.
ESSER II (CRRSA Act)	Expansion of mental health and social-emotional support.	Hiring of additional nursing hours and mental health liaisons.
ESSER III (ARP Act)	Long-term recovery and addressing student wellness gaps.	Sustaining nurse salaries and technical infrastructure through 2024.

By the 2021-2022 school year, nursing staff devoted 30% of their time to risk management. However, this model was unsustainable; the sunsetting of these funds in September 2024 created a "financial cliff," leaving the district with a staffing model the local tax base could not maintain.

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Institutional Collapse and the 2025 State of Emergency

In 2024, the district entered a period of administrative instability. A "Special Circumstance Review" conducted by a 10-member WVDE team in October 2024 revealed catastrophic operational breakdowns at Pocahontas County High School (PCHS).

Core Areas of Non-Compliance

The findings led to an official declaration of a State of Emergency on February 12, 2025.

Deficiency Identified	Mechanism of Failure	Consequence to Student Welfare
No Certified Counselor	Recruitment failure; uncertified teachers providing advice.	Lack of graduation planning; loss of emotional safety nets.
Inaccurate Transcripts	"Intentional" clerical acts and parental pressure.	Risk of invalid diplomas and loss of post-secondary opportunities.
Security Breach	Shared access codes; saved passwords on public computers.	Increased vulnerability to external and internal threats.
Special Education Gap	0% service verification in sample IEPs.	Violation of federal FAPE standards.

The "counseling vacuum" was particularly severe. Following a retirement in September 2024, the district failed to attract a qualified applicant, forcing homeroom teachers to perform graduation and career advising for which they were not legally certified.

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The Restructuring of Student Support: Counselors vs. Coaches

In early 2026, Superintendent Dr. Leatha Williams proposed abolishing certified school counselor positions at PCHS and Green Bank Elementary-Middle School to gain "financial flexibility." This led to the introduction of the Graduation Coach model.

Professional Standards Comparison

The move represents a shift from clinical/developmental support to administrative oversight.

Professional Metric	Certified School Counselor	Graduation Coach
Legal Mandate	Required by W.Va. Code §18-5-18b.	No specific statutory requirement.
Direct Service Goal	80% direct counseling relationship.	Mentoring and administrative tracking.
Mental Health Scope	Trained in crisis response and clinical referral.	Limited to academic/behavioral coaching.
Recruitment Barrier	Master’s degree and licensure required.	Bachelor’s degree; lower certification bar.

While the board majority supported this as a pragmatic solution to rural "brain drain," dissenting voices questioned the removal of critical mental health infrastructure during a period of student instability.

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Policy Deviance and State Remediation

A significant legal contradiction exists in the WVDE’s decision to lift the State of Emergency on February 11, 2026. West Virginia law (W.Va. Code §18-5-18b) and WVBE Policy 2315 explicitly require every public school to have at least one professional counselor.

The WVDE's approval of the county's remediation plan—which replaced counselors with coaches—suggests a pragmatic prioritization of operational metrics (grades, schedules, safety) over statutory staffing requirements. The approved plan included:

• Temporary Clinical Coverage: Utilizing a social worker and a counselor from another school on a part-time basis.
• Infrastructure and Safety: Upgrading facilities (gym floors, bathrooms) and stationing a School Safety Officer at PCHS.
• Administrative Correction: Rectifying transcript errors and stabilizing master schedules.

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The Landscape of Clinical Therapeutic Counseling

With the abolition of in-house counseling, the district has moved toward an "outsourced" model. This relies on external providers, creating potential barriers for students in a rural environment with transportation and internet challenges.

Local Providers and Capacity

Provider	Personnel	Services and Limitations
PMH Rural Health Clinic	John Borgens, LICSW; Dr. Amy Mitchell	In-person/telemedicine for teens and adults.
PMH Specialty Clinic	Dr. Christopher Lamps, MD	Child psychiatrist; available only 12 days per year.
Seneca Health Services	Multiple clinicians	Crisis and substance use treatment; limited staff.
Online/Telehealth	Various	Requires stable internet and private devices.

Crisis Intervention and Absenteeism Risks

The transition from in-house to outsourced care impacts the "Timely Response" principle. In-house counselors provide immediate de-escalation for trauma or suicidal ideation. An outsourced model introduces a "referral lag," which often ends the process for students without family support or transportation.

Statistical Impact on Attendance:

• 34%: Chronic absenteeism rate in districts without mental health support.
• 18%: Chronic absenteeism rate in districts with in-house behavioral health programs.

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Longitudinal Implications and Outlook

The "Pocahontas Model" signals a potential movement toward the de-professionalization of school support services. By prioritizing administrative goals (graduation rates) over developmental ones (emotional resilience), the district may face long-term risks:

1. Erosion of Standards: The use of "functional substitutes" for legally mandated professionals may lower the quality of student care.
2. Cultural Shift: School culture may move from a support-oriented environment to one focused on punitive or purely administrative measures.
3. Institutional Expertise: Long-term vacancies filled by uncertified individuals lead to a loss of the expertise required to handle unanticipated emergencies (e.g., community-wide grief or social media escalations).

Policy Recommendations

To mitigate these risks, the district is advised to:

• Formalize Tele-Counseling: Create dedicated private spaces in schools for telehealth sessions.
• Enhance Social Work: Establish a permanent, full-time social work presence at PCHS to bridge the gap between coaching and therapy.
• Monitor KPIs: Track chronic absenteeism as a primary indicator of the Graduation Coach model's efficacy compared to the 18% benchmark for in-house services.