The Power of Relationships in Schools
This video highlights the importance of supportive and nurturing relationships in schools and the positive effect this has on students’ social, emotional and academic outcomes.
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Building a Culture of Joyful Learning
Research shows that students who feel known and valued are more prepared to meaningfully engage in learning. Students who experience a sense of belonging have better self-esteem, higher rates of classroom participation, and higher academic achievement (Korpershoek, 2018). As a result of creating a positive school climate for both students and educators, the elementary school featured in this report had the conditions in place to make rapid academic gains. When educators implemented the instructional improvements described in this case study, student proficiency improved dramatically because children were in the right mindset for learning.
Healing Centered Framework
This framework is designed to articulate what it will require to be a school district that centers healing and wellness in its work. The information aims to clarify what being “healing-centered” looks and feels like for the different members of the CPS community in different roles. It also outlines five different components of a healing-centered district that apply, in unique ways, to each stakeholder.
Supporting Mental Health in Schools
Concerning trends in rates of anxiety, depression, self-harm, and suicidality have brought the mental health of America’s youth to the forefront. While an estimated 1 in 6 children and adolescents meet the criteria for a
diagnosable mental health disorder, few receive needed treatment. Inequities and adverse childhood experiences (ACEs) exacerbate risks. This report highlights Comprehensive School Mental Health Systems (CSMHS) in schools across the U.S. and the core features that make up a successful CSMHS.
Center of Wellness in Schools: Case Example
This school district is transforming schools into centers of wellness by placing mental health teams in every school in the county. No longer do students need to be in crisis to receive the mental health supports they need. This approach acknowledges that everyone can benefit from mental health support and emphasizes the importance of accessing these services before a crisis occurs.
Framework for Early Childhood: Pyramid Model
Framework for Early Childhood: The Pyramid Model is a framework of evidence-based practices for promoting young children’s healthy social and emotional development.
School Climate and Social and Emotional Learning: and Integration of Two Approaches
This brief reviews research on how positive school climates support SEL and how improved SEL contributes to improved school climate in elementary and secondary schools. The brief discusses school climate, SEL, and blended models that have effects on school climate and social and emotional competence.
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BELE Framework – Equity Model
The BELE Framework, from the National Equity Project, stands for Building Equitable Learning Environments, and is a guide for transforming student experiences and learning outcomes.
Connecting Schoolwide SEL with Other School-Based Frameworks
Some of the most common frameworks for organizing student supports are Multi-Tiered System of Supports (MTSS) and Positive Behavioral Interventions and Supports (PBIS). Adopting schoolwide SEL does not mean that a school must abandon these existing frameworks. Rather, schoolwide SEL offers an opportunity to enhance or refine existing systems of support. This guide from CASEL defines Schoolwide SEL, MTSS, and PBIS, then describes how these frameworks can align with and complement one another.
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Leaning In and Leading Out to Renew: Navigating Lived Polycrisis School Leadership
This guidebook comes out of 10 interviews with school leaders from Arizona, Southern California, and Northern California. Interviewees, from mental health counselors to HR directors to state leads of suicide prevention. The guide is divided into two parts: Part One “Leaning In: The Gifts and Challenges that Lived-Polycrisis School Leadership Evokes; and Part Two “Leading Out: Practices for Navigating Toward Recovery & Renewal, which offers guidance for school crisis leadership beyond immediate crisis response, through recovery, and toward renewal.
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