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.
Internal Planning
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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Mental Health Literacy Strategic Plan (case example)
Schools can reference this example of a mental health strategic plan that outlines and illustrates the actions taken to build practices and procedures for a school district committed to addressing the mental health needs of students as well as improving mental wellness for all.
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Recognizing Healing-Centered Community Practices as a Complement to Trauma-Informed Interventions and Services
This brief from the Praxis Project showcases the importance of addressing community trauma through identifying and making space for healing-centered practices that communities have evolved over time, acknowledging and understanding the roots of trauma, and addressing the persistent, structural causes of trauma. It describes how trauma shows up in our communities and institutions, how it can be addressed through community- centered healing, and the role that trusted partners can take in supporting community healing. Download a free copy of the brief from this link.
Grant Writing for Education
This website is geared towrd the curriculum, Character Strong, but has compiled federal funding eligibility resources, funding details, and grant opportunities, along with writing tips to help you secure funding to purchase and implement other SEL curriculum.
Supporting Schools During and After Crises
Resources to support the use of a multi-tiered systems of support (MTSS) framework to support students, families, and educators during the transitions back to school during and following a crisis
Insights from the Field: Learnings from Organizational Journeys in Centering Equity
This anthology of three papers lifts up the journeys of nonprofit organizations across the country that are focusing on centering racial equity within their internal programming and operations. This report surfaces learning in three specific areas: leadership perspectives in stewarding organizational race equity journeys; organizational approaches to cultivating a supportive culture for racial equity work; and organizational approaches for fostering individual journeys toward shared racial equity practice.
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Applying Universal Design for Learning Supports Inclusive Education
Ensuring education is inclusive of young people with diverse needs and abilities takes intentional practice; UDL can help educators design experiences that benefit all students. This article provides some introductory examples of UDL practices that can be used in a variety of settings. This is not an exhaustive list but rather a starting point, because there is so much more we can do to design learning experiences that are more inclusive and equitable.
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Re-framing and Understanding Staff Resistance to Advance Positive School Climate
This guide examines some common root causes of staff resistance, such as burnout, a lack of trust, and fear. It offers actionable strategies for leaders to mitigate the effects of resistance by encouraging them to recognize such resistance as a source of vital information that productively illuminates important gaps or opportunities in initiative implementation. By reframing their approach as one of openness and curiosity, leaders can create favorable conditions for school staff to support the school climate initiative. Questions throughout the guide provide opportunities for leaders to reflect on the best staff engagement approaches.
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