This is an infographic of the Mental Health Literacy Pyramid. The Mental Health Literacy pyramid shows four distinct, yet interrelated states that help us understand and act on our mental health. The pyramid is not a continuum – we do not progress from one level of the pyramid to another, and we can even experience each state simultaneously.
In a culturally responsive school or district, students’, families’, and educators’ cultures are included in all aspects of supports and services that promote well-being and mental health. Anti-racist policies and practices promote equity and oppose racism and other forms of oppression. Equitable schools and districts provide the climate and resources that enable all students and educators to perform at their highest level. Culturally responsive, anti-racist and equitable (CARE) schools and districts embrace cultural differences and assets; use cultural knowledge to promote wellness and academic success; mediate power imbalances based on cultural identities; and work to dismantle systems of injustice.
The resources in this learning playlist focus on building a positive school climate and are recommended for schools or districts that have already done work in this area and want to continue to move it forward.
Comprehensive school mental health systems provide an array of supports and services that promote positive school climate, social and emotional learning, and mental health and well-being, while reducing the prevalence and severity of mental illness. This 2019 guide from National Center for School Mental Health offers collective insight and guidance to local communities and states to advance comprehensive school mental health systems. Contents were informed by examination of national best practices and performance standards, local and state exemplars, and recommendations provided by federal/national, state, local and private leaders.
Advancing Comprehensive School Mental Health Systems: Guidance from the Field Read More »
Read about The BHS department is comprised of over 100 school psychologists and over 50 graduate students, which support all BPS schools to provide student-level services (e.g. counseling & interventions) and systems-level services (e.g. climate team facilitation). Every child experiences a pro-social curriculum as part of their classroom and school experience. Teachers periodically review each of their students’ behavioral health strengths and needs. Students in need of additional support are provided appropriate services in a timely fashion. Teams of teachers and administrators review student behavioral health data and process on a regular basis. Community partners, families, and school personnel meet periodically and are in consistent communication about children who are receiving support.
This work is aligned with NASP Practice Model.
Comprehensive Behavioral Health Model: Case Example Read More »
This framework from the State of Wisconsin includes six components of a Comprehensive School Mental Health System (CSMHS) and provides guidance on implementing them from a trauma sensitive lens.
This website includes a library of courses, developed by mental health experts, offer hope, answers, and compassionate help for caregivers. The site also offers a section called “Ask a Therapist,” where caregivers can find answers to common though difficult questions they might have about their child. Caregivers can also learn the skills to recognize address suicidal thoughts in your children. Explore risk factors, warning signs, how to respond appropriately.
This video provides examples of how to respond to pushback when supporting transgender, non-binary, and gender non-conforming students.
Responding to Common Pushback about LGBTQ+ Issues Read More »
A school mental health team is a group of school and community stakeholders at the school-or district-level that meets regularly, uses data-based decision making, and relies on action planning to support student mental health. This guide contains background information on teaming, best practices, possible action steps, examples from the field, and resources.
Trauma is an issue of equity: it impedes educational attainment on its own, and disproportionately targets students of color, students with disabilities, those living in poverty, LGBTQ+ students, and others who experience marginalization. Supporting young people’s right to full learning requires a foundational shift in the way we view difficult classroom behaviors and learning struggles. This article outlines key points and activities to consider when building trauma informed classroom that include inclusive learning strategies for educators.
Cultures Connecting, LLC was founded in 2008 and provides professional development and consulting services to individuals and organizations committed to excellence through equity and social justice. Workshops are facilitated with interactive activities, videos, role play, small and large group discussions, and content-based lectures to engage participants in courageous conversations. The room or virtual platform is set up to create an atmosphere of learning.
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