School-Based Mental Health Therapist

This position is for the 2026-27 School Year

JOB TITLE: School-Based Mental Health Therapist


GROUP: Certificated


SALARY: Certificated Salary Schedule


FLSA STATUS: Exempt


WORK DAYS PER FISCAL YEAR: 180


SUMMARY:


The School-Based Mental Health Therapist provides comprehensive school-based mental health, behavioral, and social-emotional support services to students within a Multi-Tiered System of Supports (MTSS) framework. This position works collaboratively with students, families, staff, tribal and community partners, and multidisciplinary teams to promote student wellness, improve access to behavioral health supports, reduce barriers to learning, and support positive academic and social-emotional outcomes.

The School-Based Mental Health Therapist delivers prevention, intervention, crisis response, consultation, and case management services using culturally responsive, trauma-informed, and relationship-centered practices. Services may include individual and group support, behavioral intervention, safety assessment, family engagement, staff consultation, and coordination with community providers to ensure students receive appropriate and timely support.

This position plays a critical role in fostering safe, supportive, and inclusive learning environments that reflect the mission, values, and cultural traditions of Chief Leschi Schools and the Puyallup Tribe.

ABOUT CHIEF LESCHI SCHOOLS: Formerly known as the Puyallup Tribal School, Chief Leschi Schools was founded in 1976 to address the high dropout rate of the youth of the Puyallup tribe. It is the largest of seven tribal schools in the state of Washington and one of approximately 200+ tribal schools in the United States. It is also one of the largest tribal schools to be funded by the Bureau of Indian Education.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:

• Provide direct school-based mental health services and social-emotional supports to students through individual, group, and family intervention models.
• Deliver prevention, early intervention, behavioral health, and crisis response services within a Multi-Tiered System of Supports (MTSS) framework.
• Conduct student mental health, behavioral, suicide risk, and safety assessments consistent with district protocols, professional standards, and legal requirements.
• Develop, implement, and monitor intervention plans designed to improve students' social-emotional functioning, behavioral regulation, school engagement, and academic success.
• Collaborate with teachers, administrators, special education staff, counselors, families, and community providers to support student needs and coordinate services.
• Participate as a member of multidisciplinary teams including MTSS, Section 504, IEP, threat assessment, attendance, re-entry, and student support teams, as assigned.
• Provide consultation, coaching, and professional learning to staff regarding trauma-informed practices, de-escalation strategies, behavioral supports, suicide prevention, and student mental health awareness.
• Assist in the development and implementation of schoolwide prevention and intervention strategies that promote positive school climate, student wellness, resiliency, and belonging.
• Respond appropriately to mental health crises, behavioral emergencies, safety concerns, and mandated reporting obligations in accordance with district policy and professional ethics.
• Maintain timely, accurate, and confidential student records, service documentation, progress notes, and reports in compliance with FERPA, HIPAA, state law, Medicaid requirements, and district procedures.
• Support culturally responsive and relationship-centered practices that honor the values, traditions, and lived experiences of Native American students, families, and the broader school community.
• Coordinate referrals and collaborate with outside agencies, behavioral health providers, tribal services, and community organizations to support continuity of care for students and families.
• Participate in the development of behavior support plans, re-engagement strategies, and restorative practices for students experiencing academic, behavioral, attendance, or mental health challenges.
• Monitor student progress using available data and adjust interventions and supports based on identified needs and outcomes.
• Maintain professional competence through ongoing training, professional development, and compliance with ESA certification and applicable licensure requirements.
• Professionally interact with students, families, staff, community members, and partner agencies.
• Perform related duties as assigned.

This list is intended to describe the general nature and level of work performed and is not an exhaustive list of all duties. Chief Leschi Schools reserves the right to assign or modify duties consistent with operational needs. Workplace accommodations may be provided in accordance with CLS Tribal policy to enable qualified individuals to perform essential functions.

MINIMUM QUALIFICATIONS

• Master's degree in Social Work, Psychology, Counseling, School Counseling, School Psychology, or a closely related behavioral health field.
• Valid Washington State Educational Staff Associate (ESA) Certificate required, with appropriate school mental health, counseling, social work, or school psychology endorsement applicable to assignment.
• Demonstrated knowledge of child and adolescent mental health, trauma-informed practices, crisis intervention, behavioral intervention strategies, and school-based support systems.
• Experience collaborating within multidisciplinary educational teams to support academic, behavioral, social-emotional, and mental health needs of students.
• Ability to maintain confidential records and comply with FERPA, HIPAA, mandated reporting requirements, and applicable state and federal laws.

PREFERRED QUALIFICATIONS

• Current Washington State clinical licensure in one of the following areas:
• Licensed Mental Health Counselor (LMHC)
• Licensed Independent Clinical Social Worker (LICSW)
• Licensed Marriage and Family Therapist (LMFT)
• Licensed Psychologist
• Minimum two (2) years of experience providing mental health counseling, behavioral health intervention, or therapeutic services to children and adolescents in a school, community mental health, or related setting.
• Experience working with Native American/Alaska Native students, families, and tribal communities.
• Valid Washington State Driver's License and evidence of insurability.

CONDITION OF EMPLOYMENT:

• Successful criminal background clearance
• Successful and/or clear drug screening

KNOWLEDGE OF:

• Child and adolescent development, mental health, and behavioral health practices within a school-based setting
• Multi-Tiered System of Supports (MTSS), behavioral intervention frameworks, and social-emotional learning practices
• Trauma-informed, culturally responsive, and relationship-centered approaches to student support
• Crisis prevention, intervention, suicide risk assessment, de-escalation strategies, and safety planning practices
• Individual and group intervention strategies appropriate for school-aged children and adolescents
• Federal, state, tribal, and district laws, regulations, and ethical standards related to student services, including FERPA, HIPAA, mandated reporting requirements, and special education compliance
• Evidence-based practices related to student mental health, resiliency, behavior support, and prevention services
• School systems, educational environments, and the impact of mental health on academic performance, attendance, behavior, and engagement
• Community resources, behavioral health systems, and referral coordination practices for children and families
• Effective case management, documentation, progress monitoring, and records management practices
• Professional boundaries, ethics, and confidentiality requirements related to school-based mental health services
• Principles of equity, inclusion, and culturally sustaining practices, particularly when serving Native American students, families, and tribal communities
• Effective oral and written communication practices, conflict resolution strategies, and collaborative problem-solving techniques

ABILITY TO:

• Build positive, trusting, and professional relationships with students, families, staff, and community partners
• Deliver effective school-based mental health, behavioral, and social-emotional interventions for students with diverse needs
• Assess student needs, identify appropriate interventions, and respond effectively to crisis and high-risk situations
• Maintain composure, sound judgment, and professionalism in emotionally charged or sensitive situations
• Collaborate effectively as part of multidisciplinary teams, including MTSS, Section 504, IEP, and student support teams
• Communicate clearly and professionally, both orally and in writing, with students, families, staff, and outside agencies
• Maintain accurate, timely, and confidential documentation and records in compliance with applicable laws, regulations, and district procedures
• Analyze student data, behavioral information, attendance patterns, and other indicators to support intervention planning and progress monitoring
• Provide consultation, coaching, and support to staff regarding student mental health, behavior, trauma-informed practices, and intervention strategies
• Demonstrate cultural responsiveness and the ability to work effectively with Native American students, families, and tribal communities
• Manage competing priorities, organize workload effectively, and adapt to changing student and program needs
• Exercise independent judgment, initiative, discretion, and professional ethics in daily practice
• Facilitate individual, group, and family support services using evidence-based and developmentally appropriate practices
• De-escalate conflict and support safe, respectful learning environments
• Establish and maintain effective working relationships with students, families, staff, tribal partners, and community agencies
• Work independently while contributing to a collaborative, team-oriented environment
• Maintain regular and reliable attendance and participate in ongoing professional development and training opportunities

REPORTING RELATIONSHIP: Director of Special Services or designee

PHYSICAL DEMANDS:


The physical demands described here are representative of those required to perform the essential functions of this position. Workplace accommodations may be provided in accordance with CLS Tribal policy.

• Employees may be required to sit or stand for extended periods and perform tasks involving reaching, talking, hearing, bending, stooping, twisting, squatting, kneeling, and fine motor coordination.
• This position may require regularly lifting or moving up to 50 pounds and occasionally up to 75 pounds, with appropriate assistance or equipment as needed.

WORK ENVIRONMENT:


Work is primarily performed in an indoor educational environment with moderate noise levels. Employees may work in and/or proximity to classrooms, students, and standard office or instructional equipment. Conditions may vary based on program needs.

SOVEREIGN IMMUNITY NOTICE:


Chief Leschi Schools operates under the authority of the Puyallup Tribe of Indians. Employment is governed by Tribal law and policy and does not create a contract of employment. Nothing in this job description or related materials shall be construed as a waiver of CLS's or the Tribe's sovereign immunity.

INDIAN PREFERENCE & EQUAL OPPORTUNITY STATEMENT:


Chief Leschi Schools is an equal opportunity employer operating under the authority of the Puyallup Tribe of Indians. Employment decisions are made in accordance with Tribal law, including applicable Indian preference requirements. Chief Leschi Schools provides employment opportunities without unlawful discrimination as defined by Tribal policy and aligns with applicable federal requirements where expressly required under law or the State-Tribal Education Compact. Nothing in this statement shall be construed as a waiver of CLS's or the Tribe's sovereign immunity.