Parent and teenager having a supportive conversation about mental health and choosing a therapist in Lafayette California

When your child is struggling emotionally or behaviorally at school, it's natural to feel a sense of urgency and relief when your school counselor or administrator offers to help connect you with a therapist. After all, they know your child, they see what's happening in the classroom, and they genuinely want to help. Or maybe you recognized a need for help and had no idea where to look beyond the trusted professionals at school. These are all logical beginnings for this important decision. However, such a decision about your child’s wellbeing deserves thoughtful consideration and the best possible information about the options. As a consumer of mental health services, it is in your child’s best interest to spend a little time on making an informed choice about this important matter.

A New Landscape: Corporate Mental Health in Schools

If you haven't needed therapy services before, you might be surprised to learn that the mental health field has changed significantly in recent years. Much like what's happened in medical care, large venture capital-backed companies have increasingly moved into the mental health space, specifically targeting schools and school districts as pathways to connect with families. In fact, there are several such companies actively establishing partnerships in local schools.

These companies position themselves as intermediaries—or "middle men"—between families seeking services and mental health providers. Their business model depends on inserting themselves into this relationship in ways that generate revenue and influence. They may contract with school districts to provide teletherapy programs, offer care coordination services, or act as brokers who match students with therapists from their curated network of providers.

Here's how they profit (and profit they must): these companies typically take a significant portion of the fee paid for each therapy session, or they charge school districts substantial fees for access to their platforms and provider networks. The more students they serve and the more districts they partner with, the greater their revenue and market valuation. This is why venture capital investors fund them—they see an opportunity to scale a business model built on positioning themselves as essential gatekeepers to mental health services in schools.

But there's another, perhaps more concerning dimension to their influence: control. By controlling which providers appear in their networks and which ones get matched with families, these companies essentially dictate who gets access to clients. Therapists who want to receive referrals through these platforms may need to accept the company's terms—which might include how much information must be shared, participation in required meetings, use of specific treatment protocols, or acceptance of lower reimbursement rates after the company takes its cut.

The ultimate impact falls on the consumers: vulnerable children and the families trying to help them. When a corporate entity positions itself between you and your child's therapist, several things can happen:

Financial resources that could go toward care are redirected to company profits and investor returns rather than being invested directly in your child's treatment
Clinical decisions may be influenced by company policies, approved treatment models, or metrics that prioritize efficiency over individualized care
The therapeutic relationship becomes a three-way dynamic with the company's interests always present, even if unseen
Parent choice and autonomy are limited to whatever options the company presents, rather than the full range of qualified providers in your community

While their marketing emphasizes accessibility and removing barriers to care, families rarely understand the financial and relational costs of having a corporate intermediary involved in their child's mental health care.

The appeal for schools is understandable. Districts face mounting pressure to address student mental health, often with limited resources and staff. A company that promises to streamline access to therapy, manage scheduling, and coordinate care can seem like an ideal solution. Some schools also appreciate having more involvement in their students' therapeutic process, as this can help them better support classroom management and academic success.

However, what serves the good of the school system and is profitable for investors may not always align with what's best for your child and family.

Understanding Confidentiality and Who's Really in Charge

When your child begins therapy, a critical, legally required, and protective element is the client’s right to confidentiality. This isn't just a technical detail—it's the foundation of the therapeutic relationship. When children and teens know that what they share with their therapist stays private (within legal and safety boundaries), they're more likely to open up about difficult topics, from peer conflicts and academic stress to family concerns and personal fears. When they can trust enough to open up in this way, they get better.

Here's where things can get complicated with school-partnered therapy programs. While all licensed therapists—whether LMFTs (Licensed Marriage and Family Therapists), LCSWs (Licensed Clinical Social Workers), or psychologists—are bound by the same ethical codes and legal requirements around confidentiality, the practical interpretation and implementation can vary significantly, depending on the therapist's relationship with the school district.

Therapists who work directly for or through school-partnered companies may experience different pressures than independent providers when it comes to sharing information with school staff. Even when these providers are fully licensed clinicians, they may face expectations to maintain their "preferred provider" status with the school or company by participating in regular treatment team meetings or providing more detailed updates than would otherwise be clinically appropriate. The implicit or explicit message can be: share more to stay in the network.

Even after parents sign a release of information giving permission for the therapist and school to communicate, there's a wide range of what that communication might look like. It might mean brief updates about general progress, or it could mean detailed discussions about session content, family dynamics, and specific things your child has shared in confidence.

Here's a critical concern many parents don't realize: once information leaves the therapist's confidential space and enters school-based treatment team meetings, the circle of people with access to that information widens considerably. School psychologists and counselors have their own professional ethics, but other school team members—administrators, special education coordinators, behavioral specialists, classroom aides, and paraprofessionals—are not bound by the same strict confidentiality requirements as licensed mental health professionals.

This matters because children can overhear adults discussing them. Information shared in a treatment team meeting can inadvertently reach a child's ears through casual staff conversations in hallways, staffrooms, or even classrooms. Imagine your child overhearing a paraprofessional mention something personal they shared in therapy, or discovering that multiple school staff members know intimate details about family struggles. Or another child overhearing, potentially spreading, something private about your child. The impact on the therapeutic relationship—and on the child's willingness to be vulnerable in therapy—can be devastating.

An independent, experienced therapist understands the nuanced dance between honoring a child's privacy and collaborating appropriately with school staff. This isn't something learned overnight—it's a skill developed over years of navigating these complex relationships. After 25 years working with children and families, including 20 years in community mental health as a school-based provider, I've learned to anticipate and thoughtfully navigate these delicate situations. I consider carefully when collaboration serves the child's interests and when protecting the therapy space from outside influence is essential. I understand exactly what information is helpful to share and what should remain protected, even when a release of information has been signed.

The difference is this: an independent provider can thoughtfully limit what is shared, even with signed releases, based on clinical judgment about what serves the child's best interests. A provider embedded in, or dependent upon, a school partnership may feel they cannot exercise the same level of discretion without jeopardizing their position.

Students in school auditorium illustrating privacy concerns when sharing a therapist with peers in school-based mental health programs

When School Involvement Helps (and When It Doesn't)

Let's be clear: collaboration between therapists and schools can absolutely be beneficial. There are times when having your child's therapist communicate with teachers or school counselors can provide valuable support and consistency. For instance:

When a child is working on specific behavioral goals, coordinated support between home, therapy, and school can reinforce progress
When academic accommodations or adjustments might help reduce stress, therapist input can be valuable
When a child has experienced a significant event affecting school performance, brief communication can help teachers respond with appropriate understanding and flexibility

The key difference is that with an independent provider, you decide the extent of school involvement. You have control over what information is shared, how often communication happens, and which school staff members are included. Your therapist's primary loyalty is to you and your child, not to the school system.

In contrast, therapists provided through school-partnered programs may have divided loyalties, even if unintentionally. They may feel pressure—subtle or overt—to prioritize the school's needs for information or to focus therapy goals on classroom behavior management rather than your child's broader emotional wellbeing.

The Hidden Costs of Convenience

School-recommended therapy programs often emphasize convenience: services provided during the school day, no need to find your own provider, streamlined enrollment. For busy families, this can sound ideal. But there are several important considerations that go beyond scheduling convenience.

Continuity of Care Throughout the Year

One significant limitation of school-based programs is their tie to the academic calendar. Many of these programs reduce services or become unavailable during summer breaks, winter holidays, and spring break. Just when your child has built trust with a therapist and established a rhythm in their therapeutic work, services may be interrupted or discontinued.

Mental health challenges don't take summer vacation. Transitions, disruptions, and changing providers can be particularly difficult for children and adolescents who've already experienced instability or loss. An independent provider can offer year-round continuity, maintaining the therapeutic relationship through summers and school breaks, which is often when families have more flexibility for appointments and when children may face different stressors.

Privacy in the School Community

Here's something many parents don't consider until it becomes a problem: when your child receives therapy at school or through a school-partnered program, there's a greater likelihood that they'll share a therapist with classmates or peers in their social circle.

For adults, this might seem like a minor concern. But for children and adolescents navigating complex social dynamics, sharing a therapist with a friend, acquaintance, or even a bully can create significant problems. Kids talk. Information about who's "seeing the school therapist" can become ammunition for gossip or social cruelty. Even the simple knowledge that two students share a therapist can create awkwardness or inhibit what they feel comfortable discussing in sessions.

With an independent provider in the community, particularly one serving the broader Lafayette, Walnut Creek, and Bay Area region, the likelihood of overlapping peer connections is significantly reduced, protecting your child's privacy in their social environment.

Experience and Specialization Matter

Not all therapists are created equal—not because of differences in intelligence or caring, but because of experience and specialized training. This is particularly important when working with children and adolescents, where developmental understanding, family systems knowledge, and skilled navigation of multiple relationships (child, parents, school) are essential.

The ease of building a client caseload through a school-partnered therapy company often appeals to newer therapists who are still building their practices and may not yet have extensive experience. While these therapists are licensed and capable, there's a significant difference between meeting basic licensing requirements and having deep expertise developed over decades of specialized work. Some of the unfair business aspects of therapist employment for such an organization can lead to dissatisfaction and a high rate of turnover. This can leave your child (perhaps a child who has already experienced trauma or grief) with the unexpected loss of a therapist it has taken some time to trust.

One thing that a therapist with decades of expertise has the nuanced judgment to understand is when and how to involve parents in a teen's therapy. Some situations call for individual work with the adolescent to support their developing autonomy and identity; others require family therapy to address systemic patterns affecting the teen; yet others need support around assertiveness and communication in order to communicate well with parents. Knowing which approach serves the child best, and being able to pivot flexibly as needs change, comes from years of experience working with diverse families and situations.

There's also no guarantee that a school-partnered therapist will have significant experience specifically with children and families. They may be generalists who work with all age groups, rather than specialists who have devoted their careers to understanding child development, family dynamics, and the unique challenges facing young people today.

Warm and welcoming therapy office for teens and families in Lafayette and Walnut Creek California

The Value of Establishing Strong Family Relationships First

In my approach to child and adolescent therapy, I typically begin by building a strong therapeutic relationship with the entire family, particularly parents. This might seem counterintuitive—isn't therapy supposed to be for the child?

But here's what I've learned over 25 years: parents are their child's most important resource. When parents understand what's happening, feel supported in their role, and have strategies that work with their unique family dynamics, children benefit enormously.

Starting with strong parent involvement doesn't mean the child doesn't have their own therapeutic space—it means we're building a foundation of trust and understanding that supports the child's growth. As therapy progresses, the balance may shift toward more individual work with the child or teen, particularly as adolescents naturally begin individuating and need more private space to explore their identity and relationships.

This developmental and family-systems informed approach requires time, trust, and freedom from external pressures to rush or prioritize other agendas. Independent providers can offer this flexibility in ways that school-based programs, focused primarily on school-related behaviors and goals, often cannot.

What Makes Independent Practice Different

When you work with an independent provider, the structure of the relationship is fundamentally different. My clinical decisions are guided entirely by your child’s (or family’s) needs and goals—not by corporate metrics, insurance limitations on session frequency, or school district priorities.

This means several important things:

Therapeutic autonomy: I can draw from my full training in multiple therapeutic modalities—family systems theory, narrative therapy, somatic therapy, drama therapy, internal family systems, person-centered therapy, and cognitive behavioral approaches—to create a truly personalized approach for your family. There's no company dictating which therapy models I must use or limiting how long I can work with you.

Flexibility and responsiveness: We can adjust the frequency of sessions, involve different family members as needed, and adapt our approach as your child grows and their needs evolve. Together, we make these decisions without being constrained by school calendars or predetermined program structures.

Long-term relationship building: Many families I work with continue therapy for months or years, not because problems persist, but because having a trusted guide during the challenging journey of childhood and adolescence is valuable. Children grow, new challenges emerge, family transitions happen. Continuity with a provider who knows your family's history, values, and patterns is invaluable.

Protection from corporate influence: Unlike providers working for venture capital-backed companies, which must ultimately answer to investors focused on growth and profitability, my practice is built solely on providing quality care to families. I don't face pressure to increase session volume, limit session length, or prioritize scalability over individualized attention.

As I discussed in my recent blog post about why personalized therapy matters more than ever, the ability to truly customize treatment based on each family's unique needs, learning styles, and circumstances makes a profound difference in therapeutic outcomes.

Navigating Pressure from Well-Meaning School Staff

So what do you do when your child's principal, school counselor, or teacher enthusiastically recommends a specific therapy program or provider? First, recognize that their recommendation likely comes from a genuine desire to help. School staff care about students and want to see them succeed.

You can appreciate their concern while still making your own informed decision. Here are some questions to consider and potentially ask:

Is this therapist or program affiliated with a larger company? If so, what is that company's relationship with the school district?
Will services continue year-round, including summers and school breaks?
How much will the school be involved in my child's therapy, and who decides what information is shared?
What is this therapist's specific experience working with children and families?
How long has this therapist been in practice, and what is their specialized training?
Can we meet with the therapist for a consultation before committing to regular sessions?

It's also perfectly acceptable to let school staff know that you appreciate the recommendation and plan to research your options before making a decision. You might say something like: "Thank you so much for thinking of us. We'd like to explore a few different options and find the best fit for our family. We'll let you know what we decide."

Making a Choice That Serves Your Family

Ultimately, the decision about who provides therapy for your child is yours to make. While school staff can offer input, and school-partnered programs may indeed work well for some families, you have every right to seek an independent provider who offers the experience, approach, and relationship structure that feels right to you.

Consider this decision as you would any other important healthcare choice. You wouldn't necessarily choose a doctor simply because they were recommended by your employer or offered through a workplace wellness program. You'd want to know about their experience, their approach, whether they take time to listen and understand your unique situation, and whether you feel comfortable and trusting in the relationship.

Your child's mental health deserves the same careful consideration.

Parent taking notes while researching and choosing the best therapist for their child in California

Questions to Ask When Choosing a Therapist

Whether you're considering a school-recommended provider or seeking an independent therapist, here are important questions that can guide your decision:

About Licensure (or certification) held by the provider:

Are you an LMFT, LCSW, PPS, or something else?
Are you licensed?
Do sessions take place at school?

About Experience and Training:

How long have you been working specifically with children and adolescents?
What is your specialized training in child and family therapy?
What therapeutic approaches do you use, and how do you decide which approach fits each family?

About Confidentiality and Collaboration:

How do you handle confidentiality with minor clients?
What would communication with the school look like if we choose to have you collaborate with school staff?
How do you balance my child's need for privacy with appropriate parent involvement?

About the Therapeutic Relationship:

What does your approach to family involvement look like?
How do you build trust with children and teens who may be reluctant about therapy?
How do you measure progress and adjust your approach if something isn't working?

About Practical Considerations:

Do you offer services year-round, including summer?
How long does therapy last?
What happens if my child needs to be seen during school breaks?
Is there flexibility in scheduling if our needs change?

Parent and child connection representing family support through quality child and adolescent therapy in California

My Commitment to Families in Lafayette, Walnut Creek, and Throughout California

For 25 years, I've been honored to provide therapy to children and families in the central Contra Costa County area during some of their most challenging moments. Twenty of those years were spent working as a school-based provider and in a community mental health clinic. Over these years, I developed deep expertise in navigating the complex relationships between children, parents, schools, and mental health professionals.

That experience taught me both the value and the limitations of school-based services. I learned when school collaboration serves children well and when it can inadvertently undermine the therapeutic relationship. I witnessed firsthand how corporate entities and program structures can sometimes prioritize efficiency and management over the thoughtful, therapist-guided, and individualized care that children and families truly need.

This is why I chose to establish an independent practice, serving families throughout California via secure online therapy. I wanted the freedom to provide truly client and family-centered care without the constraints of institutional priorities or corporate oversight.

When you work with me, you're working with someone who understands the school environment intimately, can collaborate effectively with school staff when appropriate, but whose primary commitment is to your family's wellbeing and goals. I know how to walk the fine line between honoring your child's privacy and facilitating helpful collaboration. I understand the developmental needs of children and adolescents, the complexities of family systems, and how to create a therapeutic space where genuine healing and growth can occur.

Moving Forward with Confidence

If your child is struggling, whether at school, at home, or both, taking the step to seek therapy is an act of love and wisdom. You're recognizing that your child needs support, and you're willing to invest time and resources to help them thrive.

As you navigate this process, trust yourself as the expert on your child and your family. Listen to your instincts about what feels right. Don't be pressured into decisions that don't align with your values or your sense of what your child needs.

You have options. School-partnered programs are one path, but they're not the only path—and they may not be the best path for your unique situation.

An experienced, independent provider can offer continuity, personalized care, skilled navigation of complex family and school dynamics, and a therapeutic relationship built on trust rather than institutional convenience.

Your child deserves a therapist who has the time, experience, and autonomy to truly see them as an individual, to understand your family's unique dynamics, and to provide care that serves their deepest needs for healing and growth. They deserve someone who can provide a balanced focus on home and school.

If you're looking for an experienced child and family therapist in the Lafayette, Walnut Creek, or broader California area, I invite you to reach out for a free consultation call. During this brief conversation, we can explore your concerns, discuss what you're looking for in a therapist, and determine whether my approach might be a good fit for your family.

The choice of therapist is one of the most important decisions you'll make in supporting your child's mental health. Take your time, ask questions, and choose a provider who honors both your child's need for a safe, confidential therapeutic space and your role as the most important guide in your child's life.