FAQs

All Burke County Public School employees are Mandated Reporters. However, each school or department has a Designated Reporter who reports the referral to the Department of Family & Children Services.

School level – Counselor and/or Principal

District level – Social Worker

 Yes.

Yes, typically they do. When a school nurse contacts a parent or guardian regarding a student's illness and receives no response, it constitutes a referral to the School Social Worker to assist in establishing contact with the family and ensuring the student's safety and wellbeing.

A: Yes, it does constitute a referral if they have the necessary resources to provide the glasses but fail to provide them. However, if the resources are limited, we will assist the family.

If a teacher notices ongoing or severe student hygiene issues (such as unwashed or dirty clothing, persistent body odor, or lack of proper grooming), here are the best practices for addressing it:

1. Document & Assess

• Observe Patterns: Note whether the issue is a one-time occurrence or a continuous pattern.

• Maintain Confidentiality: Handle the matter with strict privacy to preserve the student's dignity and avoid embarrassing them in front of peers. 

• Contact the parent.

2. Connect with Support Staff

• Consult the School Nurse: The school nurse is trained to assess physical health, skin conditions, or medical reasons behind hygiene concerns.

• Involve the School Counselor: If hygiene is a continuous problem, submit a Counselor Referral. Counselors can discreetly provide basic necessities (clothing, personal care items) and work with the family to identify underlying hardships or resource barriers.

• Contact the parent.

3. Handle Direct Conversations Sensitive & Privately

• Speak Privately: If speaking directly with the student, do so away from classmates in a supportive, non-judgmental environment.

• Focus on Care & Support: Frame the discussion around wellness, comfort, and providing resources rather than criticism or discipline.

4.  If the issue persists, the school counselor may initiate a referral to the School Social Worker for additional support and intervention.

School protocol mandates that the outcome be reported to the school counselor. However, if you would like to receive a response via e-mail, complete your full name on the referral form adjacent to item number three.

When a student accumulates ten unexcused absences, the counselor should refer the matter to the School Social Worker. However, if a student is absent for three or more consecutive unexcused days, the counselor can refer the matter to the School Social Worker. If the parent/guardian has submitted appropriate written documentation for the absences, a referral is not necessary.

When ALL interventions have been exhausted by the school to alleviate the problem.

No, it is not considered child abuse or neglect if a parent refuses to sign consent for a Special Education evaluation, even if the student is failing.

Under the Individuals with Disabilities Education Act (IDEA), parents have the legal right to give or withhold consent for special education evaluations. While a school district may offer resources, hold meetings to discuss concerns, or utilize multi-tiered systems of support (MTSS/RTI) within general education, parental consent is required before any formal evaluation or special education placement can occur. Refusing consent is a exercise of parental rights under federal law, not a child welfare violation.

The School Department of Social Services assists families experiencing social or financial barriers by connecting them with essential community resources and providing direct support to eliminate obstacles to student attendance and success.

Key Ways Social Services Assists Families:

• Community Agency Referrals: Connecting families with local non-profits, government agencies, and healthcare providers for housing, food assistance, utility support, and physical or mental health services.

• Basic Needs Support: Coordinating access to school clothing drives, food pantries, school supplies, and hygiene products to ensure students have necessary items for daily attendance.

• Family Advocacy & Navigation: Helping parents navigate social service systems, apply for community resources, and overcome bureaucratic or language barriers.

• Transportation & Attendance Assistance: Assisting with transportation challenges or other environmental factors that prevent regular school attendance.

No, it is not considered negligence if a student simply refuses to wear their prescription glasses.

Why It Isn't Negligence

• Parental Responsibility: Parental or medical neglect occurs when a parent or guardian fails or refuses to provide necessary medical or vision care (e.g., refusing to get the child an eye exam or purchase prescribed glasses).

• Student Compliance: If the parent has already fulfilled their legal obligation by obtaining the glasses, but the student chooses not to wear them at school, this is viewed as a behavioral or compliance issue rather than parental neglect.

Recommended School Approach

Instead of treating this as a child welfare or neglect concern, school staff (teachers, counselors, or the school nurse) should handle it through supportive intervention:

1. Identify the Barrier: Talk to the student privately to figure out why they are refusing (e.g., peer pressure, teasing, physical discomfort, poor fit, or headaches).

2. Engage the Family: Inform the parents/guardians that the student is not wearing their glasses at school so they can reinforce the expectation at home or adjust the frames if they are uncomfortable.

3. Provide School Support: Offer a safe storage spot in the classroom or encourage the student with gentle reminders rather than punitive measures.

1. Conduct an Immediate Initial Assessment

• Gather Information: Engage the student in a supportive, private, and non-judgmental 1-on-1 discussion to understand what they are experiencing.

• Assess Risk: Evaluate the severity of the symptoms, specifically screening for self-harm or suicidal ideation.

• Maintain Safety: If there is any immediate danger or threat of harm, the student should remain under direct supervision at all times.

2. Engage the Family & Guardians

• Notify Parents/Guardians: Contact the family promptly to share observations, express concern, and gather context about any stressors or changes at home.

• Provide Psychoeducation: Help parents understand the signs of depression, demystify mental health care, and address any stigma or hesitation they might have.

3. Connect to Outside Community Services

• Provide Referrals: Connect the family with appropriate external mental health professionals (e.g., licensed outpatient therapists, adolescent psychiatrists, or local community mental health centers) for formal diagnosis and long-term treatment.

• Assist with Barriers: Help the family navigate logisitical or financial barriers, such as transportation, insurance coverage, or sliding-scale clinic options.

4. Implement School-Based Accommodations

• Academic Modifications: Work with teachers to reduce stress by temporarily adjusting workload, extending deadlines, or providing quiet spaces for breaks when needed.

• Support Plans: Consider implementing informal support plans or determining if formal accommodations (such as a 504 Plan) are appropriate to support the student's learning environment.

5. Follow Up and Coordinate Care

• Ongoing Check-Ins: Schedule regular, informal check-ins at school to monitor the student's emotional state, safety, and academic wellbeing.

• Inter-agency Collaboration: Obtain written parent/guardian consent to coordinate directly with the outside mental health providers to ensure seamless, aligned support between school and home.

 Follow the School Attendance Protocol.

Direct all questions to the Social Work Department at the Central Office.