Check out the companion “Getting Started” guide to help with your action planning, designed for school administrators in kindergarten through 12th grade schools (K-12), including principals and leaders of school-based student support teams, to identify evidence-based strategies, approaches, and practices that can positively influence students’ mental health.
This action guide was designed for school administrators in kindergarten through 12th grade schools (K-12), including principals and leaders of school-based student support teams, to identify evidence-based strategies, approaches, and practices that can positively influence students’ mental health.
To create a culture of support, connection, and collective care among teachers and administrators that fosters overall well-being, reduces burnout, and enhances resilience within the school community. This worksheet helps schools plan for caring for teachers’ and staff well-being with actionable steps and accountability.
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.
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.
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.
Connecting Schoolwide SEL with Other School-Based Frameworks Read More »
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.
Leaning In and Leading Out to Renew: Navigating Lived Polycrisis School Leadership Read More »
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.
Re-framing and Understanding Staff Resistance to Advance Positive School Climate Read More »
Tip sheet from Lurie Children’s Hospital that provides a shared language and context for the concepts of LGBTQ+ and Gender Inclusive Trainings.
Section 3 of Trauma-Informed, Resilience-Oriented Schools Toolkit. A trauma-informed, resilience-oriented school honors the need to prioritize the well-being of all staff. Compassion fatigue and burnout are increasingly prevalent when staff members work daily with students who are impacted by trauma and toxic stress. This reading aims to increase awareness and understanding of compassion fatigue, burnout, and compassion resilience. Learn about how to encourage wellness assessment and seek feedback from staff on resilient culture, implement individual and district-wide adaptations to promote resilience in staff.
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