Worthington is not new to the Teton County School District, having worked as a social worker in the secondary schools. But she now assumes the role of the new Family Engagement Coordinator. The position, funded by a two-year grant, is part of the district’s larger objective of focusing on social-emotional learning and wellness, not only for students, but for staff as well.

“My role is to build stronger partnerships between the community and this will in turn build strong students and healthier students in the district,” Worthington said. “And that’s such a big thing.”

The district and the community are diverse with deep pools of needs and experiences, she said, that break familiar molds of what was once “normal,” even before COVID.

“There is a lot of research out there that points toward family engagement and working in partnership with families to support students’ learning goals,” she said. “We’re all finding our footing again after COVID and hybrid learning models to reestablish those relationships again.”

The global pandemic not only wreaked havoc on what was once familiar, COVID-19 also peeled back and exposed systematic weakness. Food scarcity, homelessness, suicidal ideation are issues that students face while trying to do their best to show up to class, take the test and turn in that final project. The daily grind of school can wear emotions thin. Navigating unfamiliar hallways or new school staff can knock a student or family off balance.

“All of these things, including mental health, housing, educational background, are all pieces to consider when talking about the larger picture,” she said.

Worthington’s programming can include the “Family University,” which works with vulnerable families. It brings in community experts, creating space for support in literacy and math. It also supports secondary education students’ pursuit of college and career opportunities at the high school level.

A graduate student from the University of Montana, Worthington started working in Jackson at places like the Center of Wonder, where she would move into public education, specifically at the high school as social social worker.

“Here I became interested in education and ended up at the high school where I was really inspired to dive deeper into social work,” she said. “In the public school system, we interface with all people in this community and I really love that about public education. It aligns with my values in that way.”

Worthington continues to create a web of support extending out from her position. That includes identifying staff in each school building who can connect with students and offer home-based visits and help with translation services.

“I feel like I can’t take responsibility for a lot of the current success,” Worthington said. “There were a lot of things that were already in place when I took this position. My role is in the background and making sure that families stay in the forefront.”