Heads Up Checkup is a cloud-based digitally delivered screening tool that effectively supports educational institutions in quickly identifying mental health issues and students at risk of self-harm or harm to others.
Identifies Students at Risk
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Self-harm including suicide
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Harming/threatening to harm others
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Drug/alcohol use/abuse
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Bullying
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Dangerous behavior involving weapons
Identifies Possible Mental Health Issues
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Depression, anxiety
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Conduct, behavior, thought disorders
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ADHD, ASD/Asperger's, learning disorders
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Stress factors, relational conflicts/abuse
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Adverse Childhood Experiences (ACEs)
Student Mental Health
School Safety 2015-2016
11% of elementary public school teachers and 9% of secondary public school teachers reported being threatened with injury by a student.
9% of elementary public school teachers and 2% of secondary public school teachers reported being physically attacked by a student.
1,600 reported firearm possession incidents at schools in the United States, and the rate of firearm possession incidents was 3 per 100,000 students.
69 percent of schools recorded one or more violent incidents of crime, 15 percent recorded one or more serious violent incidents.
Source: Indicators of School Crime and Safety: 2017. (2018) National Center for Education Statistics. U.S. DEPARTMENT OF EDUCATION, U.S. DEPARTMENT OF JUSTICE OFFICE OF JUSTICE PROGRAMS.
Available in Multiple Versions Tailored to Age Groups
Parent Observation or Self-Report. English or Spanish.
Pre-School/Kindergarten
Completed by a parent/guardian of children aged 0-5. Evaluates concerns about developmental delays, issues of early childhood anxiety, attention, Autism, behavior, crying, compulsion, depression, eating, hyperactivity, sensory responsivity, sleep, and stress. Includes risk assessment for stress factors, self-harm, harm to others, and relational conflicts. Available in English and Spanish.
Elementary School
Completed by a parent/guardian of children ages 6-11. Evaluates concerns about attention, anxiety, Autism or Asperger's, behavior, conduct, depression and mood, eating, hyperactivity, learning challenges, and sleep. Includes risk assessment for stress factors, relational conflicts, abuse, self-harm, harm to others, and substance experimentation. Available in English and Spanish.
Middle/High School - Parent/Guardian
Completed by a parent/guardian of children aged 12-17. Evaluates concerns about attention, anxiety, Autism/Asperger's, behavior, depression, mood changes, eating, learning challenges, personality, and sleep. Includes risk assessment for stress factors, self-harm, harm to others, bullying, dangerous behavior involving weapons, substance use, and adverse childhood experiences. Available in English and Spanish.
Middle/High School Self-Report
Completed by children aged 12-17. Evaluates concerns about attention, anxiety, depression, mood changes, hyperactivity, learning challenges, personality, sleeping, stress, and substance use. Includes risk assessment for self-harm, harm to others, bullying, dangerous behavior involving weapons, stress factors, and adverse childhood experiences. Available in English.
College/Young Adult
Completed by young adults aged 18-22. Evaluates concerns about attention, anxiety, depression, mood changes, hyperactivity, learning challenges, personality, sleeping, stress, and substance use. Includes risk assessment for self-harm, harm to others, bullying, dangerous behavior involving weapons, stress factors, and adverse childhood experiences. Available in English.
Adult Self-Report
For adults aged 23 and up. Based on self-observation. Checks for symptoms of attention deficit, anxiety, depression, mood changes, hyperactivity, personality, sleeping, stress, and substance abuse. Includes risk assessment for self-harm, harm to others, bullying, dangerous behavior involving weapons, stress factors, and adverse childhood experiences. Available in English and Spanish.
Student Comments About Heads Up Checkup
“I thought this was very easy to take, it went really fast, it was shorter than I thought it would be, I liked it.”
“I think taking this was great, it helps you discover what’s inside you and helps you to go deeper. Helps to you to begin to solve your problems yourself.”
“I am glad to talk to somebody about my problems. However, I usually don’t talk to others because I thought it was selfish to talk about my problems. So I just keep it to myself.”
“I like getting out all of my feelings to someone who understands. I feel like this helps so I can talk about it.”
“I am so glad you called me in today. I had been meaning to talk to you this whole school year but when I came by you (school counselor) were always busy. I am really glad we can talk today.”