By understanding the warning signs of burnout, promoting collaboration and collective efficacy, and upholding a work culture that destigmatizes teacher health challenges, districts can promote a positive school climate and increase staff retention. This article describes how to identify teacher burnout and promote collective school staff well-being to increase professional retention and student achievement.
This resource comes from W.K. Kellogg Foundation’s work that includes recommended tools and resources for implementing racial equity strategies as part of a human resources function. This resource can be valuable to human resources and culture and equity professionals. It may also be useful to any leader doing internal organizational transformation work in school communities.
This research report addresses the ways in which practitioners can build inclusive and affirming school environments with keen attention to identity safety that can support all students in feeling safe, protected, and valued in school environments. A growing body of research points to effective school-based practices and structures, described below, that educators can use to foster the identity safety that nurtures student achievement, positive attachments to school, and a genuine sense of belonging and membership for each student.
Hexagon Tool is a tool for selecting Evidence-Based Practices during the Exploration Stage; earn how to identify the need for organization as well and root cause of that need, determine potential options and their relevant information, evaluate the fit and feasibility of the options, and finally to use the information gathered during the hexagon process to inform implementation planning.
School principals have substantial impacts on many aspects of their schools, including school climate and culture, teacher well-being and retention, and students’ school success. As such, the personal and professional development of principals is a key element in creating a caring school in which adults and children feel welcomed, cared for, and challenged. It is now recognized that principals experience substantial job-related stress which can compromise their personal well-being as well as their leadership. Surprisingly, the social and emotional development and well-being of principals has received little attention.
This brief provides a conceptual model of the Prosocial School Leader, which has two components. The first is the principal’s own social and emotional competence (SEC) and the ability to handle stress and model caring and culturally competent behaviors with staff and students. The second component is an enhanced model of leadership in which principals are the prosocial leaders whose responsibility is to ensure that all staff, students, parents, and community members feel safe, cared for, respected, and valued. Principals’ SECs, well-being, and leadership form the foundation that influences the effective implementation of social and emotional learning (SEL), school climate, teacher functioning and well-being, family and community partnerships, and downstream student outcomes.
Principals’ Social & Emotional Competence: a Key Factor in Creating Caring Schools Read More »
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.
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.
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: The Pyramid Model is a framework of evidence-based practices for promoting young children’s healthy social and emotional development.
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.
School Climate and Social and Emotional Learning: and Integration of Two Approaches Read More »
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