our community
87%
of our team and 90% of our clients belong to historically marginalized populations.
WHO WE ARE
We are committed to fostering representation in healthcare, knowing that a diverse team enhances the care we provide. By measuring employee demographic data, we ensure our workforce reflects the communities we serve, guiding our efforts in recruitment, retention, and equity.
Representation builds trust and breaks down barriers to care, and we remain dedicated to cultivating a team that champions inclusion and innovation in behavior treatment.
WHO WE SERVE
We believe that understanding who we serve is critical to delivering equitable, inclusive, and effective care. By measuring client demographic data, we gain valuable insights into the diverse communities we impact, allowing us to identify trends, address gaps in service, and ensure our treatment approaches are culturally responsive and accessible.
This upcoming year, we are taking our commitment further by including diagnosis in our data collection. This addition will deepen our understanding of client needs, enabling us to tailor services more effectively and measure outcomes with greater precision. By leveraging this data, we continue to grow as an organization that prioritizes meaningful, client-centered care.
a case for
inclusive care models
OUR WHY
Social-emotional learning (SEL) models are particularly effective for children who struggle with social skills and emotional regulation. Children with social deficits often face social isolation and struggle with building relationships, leading to higher rates of loneliness, bullying, and social rejection. These challenges can also lead to increased risk of childhood anxiety, depression, and co-occurring conditions such as ADHD and social phobias (Denham & Brown, 2010; Kasari et al., 2011; Van Steensel et al., 2012).
Access to social and behavioral treatment for children in underrepresented and at-risk communities remains a significant issue. Approximately 20% of children in the U.S. live in families facing multiple risk factors, such as poverty, lack of parental education, or single-parent households, which contribute to the inequitable access to critical services like behavioral health and social-emotional learning (SEL) programs. In addition, children from low-income households, particularly those in extreme poverty, are especially underserved in accessing these types of support.
Further exacerbating this gap, studies show that children of color—especially Black, Indigenous, and Latinx children—are more likely to be excluded from community-based programs like sports and after-school clubs due to systemic barriers, including behavioral issues, financial constraints, and cultural differences. The disparity in access to SEL programs and therapeutic interventions is also compounded by the higher likelihood of these communities being underrepresented in both public and private mental health services .
As a result, many children in these groups miss out on the benefits of SEL and other social behavioral treatments that could improve their long-term academic, social, and mental health outcomes. This is a critical issue for policymakers and service providers to address to ensure equitable access for all children.
ACCESS TO MENTAL HEALTH CARE
The National Alliance on Mental Illness (NAMI) found that nearly 50% of children with a mental health disorder do not receive the treatment they need. This is particularly pronounced in low-income and minority communities, where only about 1 in 5 children with behavioral health needs receive appropriate care.
QUALITY COMMUNITY INTEGRATION
The National Center for Children in Poverty estimates that 25% of children living in poverty have limited access to community-based programs, such as SEL interventions, sports, or after-school clubs, which are essential for developing social skills and resilience, especially for children with Autism & other related disorders.