Anti-Racist Language and Guidance
This brief guide created by Center for Childhood Resilience helps schools and organizations use anti-racist language in their work, engagement with students and families, and materials.
Trauma-Informed Programs & Practices for Schools (TIPPS)
This guide gives school and district leaders, teachers, and other
professional staff a comprehensive overview of trauma-informed
schools and strategies. The guide provides background on adversity, trauma, and the role of schools, describes a system framework for trauma-informed schools and offer a series of guiding principles and strategies that
align with 10 Trauma-Informed Programs and Practices in Schools
(TIPPS) pillars, which are based in research on adversity and resilience.
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Transformative Social and Emotional Learning Framework & Standards (Oregon 2023)
Oregon’s Transformative SEL Standards help provide a well-rounded education that teaches to the whole child, builds on their strengths, perspectives, and contributions, and guides the interactions and relationships between students and adults. SEL equips students with the skills needed for
college, career, and life. Transformative SEL Standards help build capacity for strengthening equity-focused school cultures that support student and adult well-being. A focus on Transformative SEL enables students and adults to be affirmed in their identities, where they can develop a sense of agency and belonging, engage in collaborative problem-solving, and deepen their curiosity about the kind of society they want to make a reality.
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Tailoring Trauma-Focused Cognitive Behavioral Therapy for Youth with Developmental Disabilities (TF-CBT IDD) and their Caregivers
This guide is intended for clinicians who have completed basic training in TF-CBT two-day live training conducted by a certified trainer and follow-up consultation calls. This is not meant to be a stand-alone training in itself, but a guide to clinicians in schools who want to understand how trauma impacts youth with hopes of enhancing clinician comfort and flexibility in working with youth with Intellectual and Developmental Disabilities.
Self-Healing Communities
This article presents a model with demonstrated success in improving rates of many interrelated and intergenerational health and social problems by investing in the people most at risk and reducing and preventing the root cause of these problems: Adverse Childhood Experiences (ACEs). The Self-Healing Communities Model (SHCM) builds the capacity of communities to
intentionally generate new cultural norms and thereby improve health, safety and productivity for current and future generations.
School Mental Health Quality Assessment
The School Mental Health Quality Assessment School Version (SMHQA-S) is designed for school teams to 1) assess the comprehensiveness of their school mental health system and 2) identify priority areas for improvement. The SMHQA-S covers seven domains of comprehensive school mental health, which includes a full continuum of supports for the wellbeing of students, families, and the school community.
Reflections from the Field: Strategic Communications for State System Leaders Navigating Times of Social Conflict podcast
Podcast aims to provide leaders with practical guidance and vivid approaches to strategic communications in our current context of social and political polarization. The call to action in the audiocast is: effective strategic communications is values-driven and bi-directional.
It is fueled by deep listening, patient persistence, and authentic relationships.
Positive School Climate: Bullying and Harassment Prevention and Education
The “Positive School Climate: Bullying and Harassment Prevention and Education” guide by the Colorado School Safety Resource Center provides a comprehensive framework for schools to prevent and address bullying and harassment. It includes best practices, policy guidelines, evidence-based programs, and resources from various Colorado agencies and organizations, emphasizing an integrated approach to create a safe and respectful school environment.
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Participatory Systems Change for Equity: An Inquiry Guide for Child-, Youth-, and Family-Serving Agencies
The purpose of this guide is to help system leaders facilitate participatory systems change for equity. It describes elements of participatory systems change that institutions and organizations can apply depending on local context and locally defined goals. Participatory systems change invites community members2 and system leaders3 to collectively identify, design, decide, implement, and assess priorities, actions, and investments that work toward eliminating systemic oppression and generating system conditions that promote equity, opportunity, and well-being.
Organizational Well-Being Inventory for Schools (OWBI-S)
The Organizational Well-Being Inventory for Schools (OWBI-S) is available to School and District Accounts on NCSMH SHAPE system. The OWBI-S assesses the quality of organizational well-being. Responses to the OWBI-S are submitted anonymously.
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