Building Bridges: The School-Based Community Health Worker Model

In this episode, host and Telehealth ROCKS Communications Specialist Julie Freijat sits down with Program Manager Chase Koob to explore the transformative role of school-based community health workers (SB-CHWs) in addressing student and family wellbeing. Chase explains how CHWs serve as trusted bridges between communities and health systems.

This episode covers the elements involved in the Telehealth ROCKS SB-CHW model, from thoughtful recruitment that prioritizes community connection to the importance of ongoing training and institutional support. Chase shares how CHWs address social determinants of health that directly impact learning, from housing to healthcare.

Transcript

00;00;00;00 - 00;00;28;29
Julie Freijat
Welcome to ROCK Talk: the Telehealth ROCKS Podcast. I'm Julie Freijat, your host. Telehealth ROCKS is a federally funded program that brings behavioral health and pediatric care directly into schools. We partner with local communities to address social determinants of health, support school-based services, and provide telementoring training. Thanks for learning with us.

00;00;29;02 - 00;00;42;23
Julie Freijat
Hi everyone, and welcome to our first episode of ROCK Talk. Today we are talking about the Telehealth ROCKS school based community health worker model with Chase Koob, who is a program manager with Telehealth ROCKS. Chase, would you mind introducing yourself?

00;00;43;00 - 00;00;52;09
Chase Koob
Yeah, absolutely. Hey everyone. My name is Chase. I am, I am program manager with Telehealth ROCKS so I work primarily with our community engagement and school based community health workers.

00;00;52;11 - 00;01;13;29
Chase Koob
So I help support our school districts and our community based organizations that employ our school based community health workers. And I really just help provide technical assistance and programmatic support as they onboard new community health workers to their programs. And, you know, answer questions and help with any challenges or successes throughout their time with their school based community health workers.

00;01;14;01 - 00;01;27;20
Julie Freijat
Awesome. Yeah. And so you obviously spent a lot of time interfacing with community health workers. So can you kind of start us off by just explaining what a community health worker is and, why schools are an emerging and really important setting for the work that they do.

00;01;27;23 - 00;01;35;21
Chase Koob
Yeah. For sure. So community health workers are a trusted frontline public health professional who serve as bridges between communities and health systems.

00;01;35;23 - 00;01;56;26
Chase Koob
So they're either from the community that they serve, or they're someone who understands the community that they live in and have lived experiences of their community members. So what makes them unique is that they don't just deliver health information, they build relationships. They connect families to resources. And what is really important is that they address the social determinants of health that impact well-being.

00;01;56;28 - 00;02;23;24
Chase Koob
So schools are becoming such a critical setting for our work because that's where children's children are eight hours of each day. And for many families, schools are the most consistent point of contact for supportive services. So schools serve as a neutral, trusted place in a lot of communities. When we place CHWs in schools, we're meeting families where they already are, reducing barriers to access and creating opportunities for early intervention.

00;02;23;26 - 00;02;38;14
Chase Koob
Plus, health and education are deeply interconnected. As we know, in a child struggling with unmanaged behavioral health challenges or food insecurity can't fully engage in learning. So school based community health workers help address those connections holistically.

00;02;38;14 - 00;02;48;04
Chase Koob
Got it. Yeah. Thanks for all of that background. So I'm wondering then you talked a little bit about why schools are such a critical setting for CHWs work.

00;02;48;07 - 00;02;59;22
Julie Freijat
And I'm wondering if you can talk a little bit about where the idea of integrating in the school came from. And if there was, you know, maybe a particular gap or a challenge that was trying to be addressed.

00;02;59;22 - 00;03;11;22
Chase Koob
Yeah. So the integration of CHWs into schools really emerged from recognizing several critical gaps in education space and addressing social determinants of health for kids and families.

00;03;11;24 - 00;03;43;05
Chase Koob
So traditional school health services, while valuable, often cannot address the broad social and environmental factors that address and affect student health. So school nurses are often overwhelmed. Counselors have massive caseloads, as we know, and families, particularly those from underserved and rural communities, face significant barriers in accessing health care outside of school hours. So CHWs are already providing a lot of effective, time and space in community health centers and clinics.

00;03;43;11 - 00;03;58;05
Chase Koob
So we began asking, why not bring this model into schools where we can reach entire families through their children? So school based community health workers have been located in Missouri schools since 2016 and in Kansas schools since 2022.

00;03;58;07 - 00;04;06;26
Julie Freijat
So awesome. Thank you for all of that background and explaining kind of how they, you know, you kind of came up with the idea for, you know, this model and bringing them into these schools.

00;04;06;28 - 00;04;30;29
Julie Freijat
On that note, then, you know, you talk about how they do so much work, interfacing with children, specifically helping them with, you know, any of their behavioral needs and addressing the social determinants of health, which are also maybe some things that, other school health professionals, such as nurses and counselors touch on. Can you kind of explain how the role of the CHW is different from the role then of a school health professional, like a nurse or a counselor?

00;04;30;29 - 00;04;33;06
Julie Freijat
And then where do they, you know, complement each other?

00;04;33;06 - 00;04;52;10
Chase Koob
Yeah for sure. So this is such a big question that we get all the time. In the school districts that we work in. And when people, you know, are really interested in the school based community health worker model. So there's such an important distinction between school based community health workers and, other health professionals and school professionals like nurses and counselors.

00;04;52;12 - 00;05;21;23
Chase Koob
So school is community health workers aren't replacements for these positions. They're complements to existing school health staff. I think that's the most important note here. So school nurses provide clinical care, health screenings and medical interventions. School counselors focus on mental health, social emotional learning and crisis intervention. Just to name a few. And school based community health workers fill a different but equally vital role that's focused on connection, resource and navigation.

00;05;22;00 - 00;05;43;01
Chase Koob
And, like we said, addressing the social determinants of health for kids and families that they help support. A school nurse might identify that a student has uncontrolled diabetes, but doesn't have time to do multiple home visits to ensure that the family understands insulin administration or has access to the healthy foods that they need in order to manage the diabetes at home.

00;05;43;03 - 00;05;55;06
Chase Koob
That's where CHW steps in. A counselor might recognize that a student's anxiety is connected to housing instability, and the CHW can help connect that family to housing resources and provide advocacy support.

00;05;55;13 - 00;06;03;14
Julie Freijat
Gotcha, so they, you know, kind of help bridge a lot of those roles together and, you know, bringing that back to the family as well.

00;06;03;17 - 00;06;32;07
Julie Freijat
I'm wondering then we talked a little bit earlier about how, you know, school based community health workers have been in Kansas since 2022 and then Missouri school since 2016. So they're, relatively new in, you know, the grand scheme of time. One challenge that we've identified, that research has identified, when it comes to community health worker recruitment, is the lack of standardized reporting about it, about the recruitment, about the training and the roles that these CHWs would fill. Based on the experience that you have interfacing with CHWs,

00;06;32;09 - 00;06;38;19
Julie Freijat
What are the essential elements that these schools kind of need to get right when they're choosing to implement a CHW program?

00;06;38;19 - 00;06;54;25
Chase Koob
Yeah. So this is a really big question. I'd say first off, schools need to understand the gaps in their district and their communities and how they plan to utilize a school based community health worker. So without this understanding, they won't have a clear picture of how their CHW will support students and families.

00;06;54;27 - 00;07;22;03
Chase Koob
Here at Telehealth ROCKS, we have some that have specific focuses such as attendance, mentorship and supporting the needs of certain populations, while others fill a much broader scope of practice. I would say the second thing is thoughtful recruitment that prioritizes community connection and community driven, you know, identification is really essential when you are recruiting as you for your district.

00;07;22;05 - 00;07;48;29
Chase Koob
The best school based community health workers are recruited from communities that they serve. As we talked about earlier, people who understand the cultural context, that have earned the trust in their communities and have really built relationships within their communities, are going to be really successful in their school districts. But schools also need to build proper support for their CHWs, ensuring that they have the tools that they need to help support the students and families.

00;07;49;01 - 00;08;15;16
Chase Koob
And I would say the third thing is integration into the school ecosystem. So you can't operate in silos. They need to be part of team meetings, have clear communication with school staff and understand how to operate within school policies and culture. Creating a culture of no wrong door where no matter who a family turns to for support, they will get the resources and assistance that they need is imperative to a successful CHW program.

00;08;15;19 - 00;08;33;21
Julie Freijat
Yeah for sure. I like, you know, all of the things you mentioned that I really like, what you mentioned about, you know, building in that proper support for the school based CHWs is to actually do the work that they're doing. And, you know, we talk to you, you've mentioned multiple times and we've mentioned that, you know, studies show that CHWs are often recruited from the communities that they're serving.

00;08;33;24 - 00;08;41;07
Julie Freijat
And sometimes they're former parent volunteers, or graduates of the school. Can you explain why that connection to the community is so important?

00;08;41;10 - 00;09;04;16
Chase Koob
Yeah. For sure. I would say community connection is absolutely foundational to us being effective in the school district that they work in. And this is especially true for school settings. So when a CHW comes from the community that they serve in, they not only bring lived experience with them, but they also bring a sense of credibility with them that can't be taught in any training program.

00;09;04;19 - 00;09;32;23
Chase Koob
So they understand the cultural norms and their community. The barriers that families face and the resources that actually exist in that community. So they're already coming with all of that in place prior to being onboarded to the school district, and that historical context that shapes those community members relationships with institutions and schools and health care systems is really foundational to understanding what families go through and how the CHW can help support them.

00;09;32;25 - 00;09;57;03
Chase Koob
So this connection, as we've talked about, translates into trust, which is obviously the biggest currency that CHWs operates in. So families are much more likely to open up about sensitive issues like mental health struggles, food insecurity, financial issues or legal concerns when they're talking to someone that feels like, you know, someone that belongs to the community that they came from.

00;09;57;05 - 00;10;10;01
Chase Koob
There's also a reciprocal benefit. So when community members are employed as CHWs, it creates workforce development opportunities. And underserved communities and ensures that resources are flowing back into those communities.

00;10;10;04 - 00;10;23;04
Julie Freijat
So I'm curious because you mentioned schools need to kind of build in some of those supports for us. I'm wondering if you can talk a little bit about what that support might look like, like what might a CHW need from a school in order to thrive in their position?

00;10;23;06 - 00;11;07;23
Chase Koob
Yeah. So I would say the supports that a school district should have in place in order for a CHW to properly thrive is really having, a system in place that a CHW has the, you know, the supervision supports, but also, supportive environment when it comes to school staff and school administration. So if they don't have, you know, wraparound meetings that they can go to where they can learn, what it, what students need and what they're struggling with and what families might be struggling with and where they can’t come in and they can't bring those issues that they've identified for students that they're working with, and have those open and transparent conversations with school staff

00;11;07;27 - 00;11;30;15
Chase Koob
where everyone can kind of, you know, put their feelings aside and have those conversations about how can we best support these students and these families and wrap around all of the available resources we have for them to make sure that they're working towards success? Then you're not going to have a successful CHW program that CHW is always going to be fighting an uphill battle.

00;11;30;22 - 00;11;37;04
Chase Koob
If the school district and the community are not on the same page and working towards the same goals as the CHW.

00;11;37;07 - 00;11;47;06
Julie Freijat
Awesome. Thank you. Yeah. Okay, so then moving on to the next question. That kind of gets more into, you know, like the training approaches. And I guess this also kind of builds off of what we were talking about.

00;11;47;06 - 00;11;56;21
Julie Freijat
The supports that you need in order to be successful. What would effective training look like for school based CHWs, the kind of training that's going to empower them to do their job the best that they can?

00;11;56;28 - 00;12;05;11
Chase Koob
Yeah, for sure. So effective training for school based community health workers. I would say it needs to be both comprehensive and continuous.

00;12;05;14 - 00;12;29;20
Chase Koob
So in Kansas and Missouri, CHWs take the CHW certification course, which is a standardized curriculum and that provides a strong foundation and essential core competencies as well as a required service learning experience. So all of our CHWs that go through that, are certified CHWs through the state, and that makes them reimbursable providers in their respective states as well.

00;12;29;23 - 00;13;00;12
Chase Koob
So this prepares CHWs to support a variety of populations across different settings. However, at Telehealth ROCKS, we have found that for our school based community health workers, ongoing skill building and training is necessary to prepare them to integrate into the school setting. So we found that specific training that prepares them to work in schools and provides kind of that foundational and kind of cultural training and understanding specific to schools is necessary.

00;13;00;15 - 00;13;32;00
Chase Koob
So we do this by creating a community of practice across our CHWs and their supervisors to share best practices, challenges, lessons learned and success stories. We also provide ongoing training through our training program, which includes webinars on topics like social determinants of health, behaviors in the classroom, digital wellbeing, hope, mindfulness, and more. Intensive training like mental health first aid, adult relationship enhancement and education advocate and parent rights.

00;13;32;02 - 00;13;57;13
Chase Koob
All of these trainings are trainings that are identified by our CHWs and our other partners as ones that are the highest need currently, and things that they're currently facing when they work with students and families. And so our training program is constantly informed by the feedback from our partners. It's also important to encourage professional development that supports career growth and prevents burnout in our CHWs.

00;13;57;15 - 00;14;15;14
Julie Freijat
Awesome. Thank you. Yeah, I think all of that. You know, what she said really encapsulates kind of what, you know, we try and provide at Telehealth ROCKS. I really like that you touched on the community of practice part. Because I think, you know, one of my favorite things is to be able to sit in a meeting with CHWs and kind of hear them talk to each other.

00;14;15;16 - 00;14;31;10
Julie Freijat
You know, they're in completely different school districts, but they face a lot of similar issues. And to hear them, you know, kind of share best practices and build off of one another is really exciting. So, you know, on that note, what kind of health topics do you think are particularly well suited for these interventions in schools?

00;14;31;10 - 00;14;32;19
Chase Koob
So at Telehealth ROCKS,

00;14;32;19 - 00;14;58;00
Chase Koob
Our school based community health worker models designed to address mental and behavioral health in rural school districts. So many children and families in rural communities living in poverty experience compounding trauma from their unmet social determinants of health needs. So take this story. For example, a single mother living in a rural town maybe struggling to pay her rent when her car breaks down and now she is no longer able to get to work.

00;14;58;03 - 00;15;24;22
Chase Koob
Due to this, she eventually loses her job and now she is struggling to not only pay rent, but also utilities and groceries. Next month is December and she is worried her heat will get turned off since she lost her job. She also lost her employer sponsored health insurance. So now her oldest son hasn't been able to refill his ADHD medication, and he is starting to have disrupting behaviors in the classroom. Focused on trying to find a new job and keeping the school from suspending her oldest son.

00;15;24;29 - 00;15;50;06
Chase Koob
Her youngest son starts to act out because of issues at home. We hear stories like this too often from our partner school districts. A school based community health worker is well-suited to identify and assist families like these, and accessing the resources necessary so that one ill timed incident, like a car breaking down, doesn't compound further by mitigating the trauma or preventing it before it compounds.

00;15;50;08 - 00;15;56;23
Chase Koob
School based community health workers act as an upstream behavioral health intervention for children and their families.

00;15;56;26 - 00;16;11;17
Julie Freijat
So we talked a little bit about how school based CHWS, they do hit at the intersection of, you know, a bunch of different areas and family lives. You know, it's not just about, the physical health. It can also be about the mental health.

00;16;11;17 - 00;16;28;25
Julie Freijat
It can also be about those social determinants that you were talking about. They sit at the intersection of education, public health and community engagement. So how do you navigate all of these different systems and get all of the stakeholders aligned? Like you said, it's so important that there's that alignment and goals for both the community and the school.

00;16;28;25 - 00;16;31;03
Julie Freijat
So how how does that, happen?

00;16;31;10 - 00;16;53;12
Chase Koob
Yeah. So this is really what's at the heart of the Telehealth ROCKS program. So navigating these multiple systems requires intentional relationship building, clear communication and really a commitment to finding common ground. So I would say the first step is recognizing that we are all working towards the same fundamental goal, which is supporting children and families towards success.

00;16;53;15 - 00;17;21;02
Chase Koob
So at Telehealth ROCKS, we start by identifying champions in each system. So school administrators who understand that health impacts learning, health providers who see schools as critical intervention points, and community leaders who trust that this partnership is what their community needs to thrive. These champions help us design an intentional and impactful program and advocate within their respectful systems.

00;17;21;05 - 00;17;54;24
Chase Koob
Transparency with our partners is essential. So we've established regular cross-sector meetings where school staff, social sector representatives and community based organizations can share updates and can problem solve together and ensure we're not duplicating efforts. We've also developed shared metrics that matter to all of our stakeholders. So schools really care about attendance and academic performance as we well know, providers and funders care about health outcomes and communities care about economic development.

00;17;54;26 - 00;18;11;15
Chase Koob
So we track all of it, and we show how improvement in one area can support improvements in another. And I would say, finally, we need to celebrate successes together. And we need to be transparent about the challenges so that we can maintain momentum and we can reinforce as a network.

00;18;11;16 - 00;18;18;01
Julie Freijat
Sure. Absolutely. That makes sense. And, you know, we've talked a lot about the symbiosis between the CHWs and the school system.

00;18;18;03 - 00;18;24;00
Julie Freijat
What role can families and community organizations play in supporting school based programs?

00;18;24;00 - 00;18;46;21
Chase Koob
Yeah. So it's really important, I mean, to think about school based community health workers as a family engagement tool. So families and community organizations, they aren't just the beneficiaries of in schools. They need to be active partners in shaping and sustaining these programs. So first and foremost are advocates for families.

00;18;46;26 - 00;19;16;19
Chase Koob
So if a family isn’t an actively engaged then they cannot advocate for their needs and in turn can't create communities that respond to families needs rather than overlook them. So families can advocate for their school based community health worker program. They can share their experiences with school boards or funders to demonstrate the impact in their community. And of course, families can provide real world feedback that helps to refine their approach and become more effective in their school district.

00;19;16;21 - 00;19;55;07
Chase Koob
Community organizations bring essential resources and expertise as trusted organizations within their communities. They often have this deep trust and can help with outreach and engagement, and can also contribute to resource navigation by helping connect families to services and local businesses can help support through sponsorships, in-kind donations, and volunteer programs. That you know, really helps CHWs provide the resources and services that families need in often over strained and underserved communities.

00;19;55;10 - 00;20;25;01
Chase Koob
And healthcare organizations and clinics can coordinate with the school based community health workers to make sure that there is a continuity of care and that they have access to the medical and behavioral health services that families so desperately need. The key is creating structures that make it look easy and meaningful for families and organizations to engage. When families and community organizations feel ownership over a school based community health worker program, those programs become more sustainable and impactful.

00;20;25;04 - 00;20;42;03
Julie Freijat
So yeah, that makes a lot of sense. And but I'm curious, you talked about how CHWs can be a tool for family engagement, and I just wanted to know if you could talk a little bit more about what that looks like. You know, how they kind of help bring families, maybe connect them a little bit more to the school system.

00;20;42;05 - 00;21;11;08
Chase Koob
So school based community health workers are often a trusted and like we've said, advocate for families and a school district. So when families have really had a long history of broken trust with a school district to where they feel like they, they might not be able to get the answers that they need, or maybe the answers that they want from a school district, a CHW fills that gap and they rebuild that trust with the school district.

00;21;11;13 - 00;21;38;18
Chase Koob
So a lot of times we hear from our CHWs in schools that, you know, a school district administration, or front desk staff may be reaching out about attendance issues and those contact points are going unanswered or, you know, unheard, with the family. And so when we're talking about CHWs as a family engagement tool, it really does help, I think, rebuild their relationship with the school district.

00;21;38;23 - 00;21;39;13
Chase Koob
And it

00;21;39;13 - 00;22;02;02
Chase Koob
helps not only bridge the gap in understanding for this school district, in understanding what some of the barriers are for families, in understanding maybe certain school policies or, you know, this is why a student was late to school or why a student is having poor attendance, or, you know, why a student you know is having difficulty focusing in class.

00;22;02;02 - 00;22;28;03
Chase Koob
It's really help, you know, helping kind of bridge that gap and understanding for the school district. But it's also helping bridge gaps in understanding for parents and for families where they might not understand the school policy and the school district might not have the capacity to help a family understand that school policy, and or they might not have the cultural understanding to help a family understand that policy.

00;22;28;04 - 00;22;46;26
Chase Koob
So when a CHW steps into that role and helps that family, you know, come to an understanding of this is what truancy means. This is why my kid needs to be in school attendance. This is why, you know, my kid can't be ten minutes late for class every single day. Even if that is, you know, a cultural practice.

00;22;46;29 - 00;22;54;23
Chase Koob
It really does help rebuild that relationship with the school district for that family, and help those families be more engaged with the school district. At the end of the day.

00;22;54;23 - 00;23;17;22
Julie Freijat
That was a really good answer. Yeah. One of the things we mentioned a lot is that, you know, when it comes to the social determinants of health CHWs kind of function as like a translator to, you know, make the language and the concepts of these things a little bit more accessible for, you know, the families, if a school district listening to this wants to explore bringing into their schools, what would you recommend kind of as some of the first steps that they should take?

00;23;17;24 - 00;23;43;15
Chase Koob
Yeah. So I would say the first step would be conducting a needs assessment. So you know, this can be a simple needs assessment. Or it could be a more comprehensive needs assessment. And I would definitely say that school districts can tap into needs assessments that have already been completed in their community. So, you know, public health offices and public health departments complete needs assessments on a routine basis.

00;23;43;19 - 00;24;09;27
Chase Koob
So definitely tap into those resources in your community and don't feel like, you know, a step like this is too overwhelming for especially rural school districts to complete on their own. But, you know, talk to school nurses, school counselors, teachers, administrators, and especially families about, you know, what health related challenges are students facing, what barriers to families encounter when accessing resources, and what gaps exist in current support?

00;24;10;00 - 00;24;31;29
Chase Koob
Review data on metrics like chronic absenteeism and health related school excuse exclusions. So all of this information, included in an assessment is going to ensure that your program, at the end of the day, is addressing the real needs of your school district in your community. Now, I would say, secondly, identify who you want to be on your implementation team.

00;24;31;29 - 00;25;05;14
Chase Koob
So make sure that you're bringing together representatives from school administration, school health services, local public health departments, health care providers, community organizations, and parents and families. Having a comprehensive and diverse group of stakeholders. That's going to be really important to making sure that you have, you know, sustainable implementation of a CHW program. So consider if visiting or connecting with an existing school based community health worker program is something that's possible for you.

00;25;05;17 - 00;25;32;24
Chase Koob
Learning from their experiences, you know, what worked, what didn't, what they wish they'd known at the start. A lot of these programs are willing to open their doors for new programs that are starting. And then I would say, finally develop a clear implementation plan that addresses recruitment and onboarding, training, curriculum supervision, structure, scope, practice, integration with existing services, data collection methods, and sustainability.

00;25;32;27 - 00;25;42;17
Chase Koob
All of these things are really important to make sure that you have a clear structure in place before you know you onboard a CHW into your school district.

00;25;43;00 - 00;25;49;12
Julie Freijat
Okay. Last question. What excites you most about the future of school based programs?

00;25;49;14 - 00;25;57;15
Chase Koob
So I'm excited about the potential for these programs to help in the communities that we work in and future communities that we work

00;25;58;05 - 00;26;25;14
Chase Koob
By placing CHWs in schools serving underserved communities we’re directly directing resources where they're needed most, and ensuring that every child has someone advocating for their health and well-being. I'm excited about the workforce development opportunities this creates. School based community health worker positions provide meaningful career pathways for community members, often for, for people who faced their own barriers to economic opportunity.

00;26;25;17 - 00;26;55;06
Chase Koob
We've not just serving communities, we're investing in them. I'm also excited about the potential for early intervention and prevention when we catch health issues early, when we address social determinants before they create crisis, when we teach children and families health literacy and self-advocacy skills, we're helping families thrive, not just survive. Looking ahead, I see potential for school based community health programs to become a standard component of school health services.

00;26;55;09 - 00;27;23;09
Chase Koob
Recognized and funded as essential rather than innovative. I see the field developing stronger professional standards, clearer career ladders, and more robust evidence of impact. But I think what excites me most is simple. Every day, School-Based Community health workers are building relationships that change lives. They're sitting with families in their home, listening to their challenges, celebrating their strengths, and walking alongside them toward success.

00;27;23;11 - 00;27;45;17
Julie Freijat
That's great. Thank you. Well, yeah. Thank you so much for being with us here today, Chase. Really appreciate all of the input that you've given us. And, you know, all of the little knowledge nuggets that you shared with us today. It's been fantastic. Thank you all so much for tuning into this episode of ROCK Talk. We want to take a few moments to give a special shout out to our partners at the CHASE program, who are lending us such a wonderful space to host this podcast.

00;27;45;19 - 00;28;08;22
Julie Freijat
This podcast was funded by HRSA through the Telehealth Technology Enabled Learning Collaborative grant number UU754332. Be sure to subscribe to our podcast on Apple Podcasts, Spotify, or wherever you get your podcasts, and follow our social media to keep up to date on all things related to pediatric behavioral health. You can find us on Facebook, LinkedIn, and YouTube at Telehealth ROCKS.

00;28;08;25 - 00;28;14;17
Julie Freijat
Keep listening to keep learning with us.