Resources DEV

Service-learning is an approach to teaching and learning where students use academic and civic knowledge and skills to address a genuine community need. When service-learning is used in or outside the classroom, it provides ample opportunities for young people to share their voices and experiences while addressing a genuine community need. Here are ways you can support youth voice within quality service-learning instruction.

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This course includes a webinar from February 2024, and provides an overview of the landscape scan that ISBE administered of all school districts in Illinois regarding mental and behavioral health screening of students. ​ ISBE released a report about this landscape scan on December 15, 2023. This course provides information on best practices in mental health screening in schools, including readiness and implementation, as well as resources to help on this journey.

Most people know the common five to seven stages of grief: Shock, Denial, Anger, Bargaining, Depression, Testing, and Acceptance. Everyone experiences these stages in entirely different ways. This video provides useful information to consider when providing support to someone dealing with grief.

The killings of George Floyd, Daunte Wright, Philando Castile and others were filmed and photographed, testimony of their final moments. But these are haunting images that can scar and traumatize children, as can the media coverage that follows. This video explores ways we can protect children and youth from racial trauma.

Administrators can use these tried-and-true strategies to meet the needs of their staff—from planning time to bathroom breaks.

Ted Talk version of Dr. Camara Jones’ “Gardener’s Tale” and the story of “Open and Closed Signs” both of which serve as allegories to illustrate the the three levels of racism and help
guide our thinking about how to intervene to mitigate the impacts of racism on health. These allegories are also helpful to guide classroom disccusions on race.

A brief version Dr. Camara Jones’ “Gardener’s Tale:” resents an allegory about a gardener with 2 flower boxes, rich and poor soil, and red and pink flowers. This allegory illustrates the relationship between the 3 levels of racism and may guide our thinking about how to intervene to mitigate the impacts of racism on health. This allegory is also helpful to guide classroom disccusions on race.

A social worker at the Bethlehem Central School District in Delmar NY shares a video of 2nd graders at Eagle Elementary discussing The Zones of Regulation and how it’s helped them by incorporating mindfulness and breaks.

Online guidebook specifically for youth activism and community building; has chapters on collective care, group work, meeting facilitation.

Learn about Student-run Gender and Sexuality Alliance (GSA) clubs, which are a federally protected space for young people to survive and thrive in the increasingly hostile anti-LGBTQ+ climate in schools and across the country.

As the use of SEL in schools scales up, these authors discuss the importance of working to promote a clear, consistent, and balanced understanding of what SEL does — and doesn’t — mean to implement effective SEL approaches in our schools.

This research paper provides a systematic review of studies that examine relationships between reported racial discrimination and child and youth health.

A Trauma-Informed Resource for Strengthening Family-School Partnerships

Free mindfulness and resources about Acceptance Commitment Therapy (ACT) which can help adults and teenagers develop psychological skills to deal more effectively with difficult thoughts and feelings

Guide to help providers learn more about Social Emotional Learning (SEL) and to assist in the planning and implementation of SEL in afterschool. In this guide, you will find resources and information to assist with learning about SEL, planning for implementation, selecting SEL curriculum and activities, training staff in SEL, assessing your program’s implementation of SEL, and assessing youth SEL outcomes.

Journal review (2017) of adapting and Implementing a school-based resilience-building curriculum among low-income racial and ethnic minority students. Addresses esilience-building and trauma-informed preventive classroom intervention for youth.

framework that faciliates the recognition and understanding of the complexities of individuals and can be used when discussing equity

This short video provides an overview of the ADDRESSING Model. Developed by Pamela Hays, the “ADDRESSING” model is a framework that facilitates recognition and understanding of the complexities of individual identity. According to Hays, consideration of age, developmental disabilities, acquired disabilities, religion, ethnicity, sexual orientation, socioeconomic status, indigenous group membership, nationality, and gender contributes to a complete understanding of cultural identity.

This resource is intended to help educators understand how they might address the interplay of race and trauma and its effects on students in the classroom. After defining key terms, the guide outlines recommendations for educators and offers a list of supplemental resources. This guide is intended as a complement to two existing NCTSN resources—Position Statement on Racial Injustice and Trauma and Child Trauma Toolkit for Educators—and it should be implemented in accordance with individual school policies and procedures.

Adult SEL Toolkit is aligned to CASEL’s Focus Area 2 for SEL implementation to help districts take a major step forward in supporting adult capacity for . Includes resources to support staff wellbeing, creating systems of support for educators, and build adult SEL capacity.

Panorama’s Adult SEL Toolkit is aligned to CASEL’s Focus Area 2 for SEL implementation and can help your district take a major step forward in supporting adult capacity for SEL. This resource includes nine resources to support educator well-being and create systems of support.

Explore the significance of adult social and emotional learning (SEL) in enhancing student success and well-being both in school and life.

This resource synthesizes the knowledge and guidance of over 75 experts nationally. Ultimately, this resource is a foundational document in the field to help guide local, state, and national efforts to strengthen school mental health efforts and to start to understand and bring consensus to the quality domains of school mental health. (2019)

The Race Forward toolkits provide comprehensive guidance for civil servants, artists, and cultural practitioners on implementing and strengthening racial equity strategies within their organizations and public institutions. They include actionable steps, challenges to anticipate, and success stories to aid in the strategic and equitable assessment of policies, practices, and programs.

Adverse Childhood Experiences Prevention Resource for Action emphasizes the preventability of Adverse Childhood Experiences (ACEs) and the importance of creating safe, stable, nurturing environments for children. ​ It outlines strategies and provides recommendations for evidence-based practices. Collaboration across sectors is also highlighted.

This report offers a framework for understanding the relationship between community trauma and violence. It outlines specific strategies to address and prevent community trauma and foster resilience using techniques from those living in affected areas.

Provides resources to help children heal after a crisis, using the S.A.F.E.T.Y. framework.

Dr. Camara Jones shares four allegories on “race” and racism. She hopes that these “telling stories” empower you to do something different, and that you will remember them and pass them on. Dr. Jones is a family physician and epidemiologist whose work focuses on the impacts of racism on the health and well-being of the nation. She seeks to broaden the national health debate to include not only universal access to high quality health care, but also attention to the social determinants of health (including poverty) and the social determinants of equity (including racism).

Ever been in a conversation where you left with your heart racing, neck red, and you are ready to fight (or flight?). You have your amygdala to thank for that. When your amygdala is hijacked, this is not the time for a confrontation. It’s nearly impossible to connect with others when this is happening. Use this video to help students and staff understand more about anxiety and brain science.

This video provides a brief overview of how reactive aggression can show up in students and how educators can provide direction and support.

This framework was developed to help broaden understandong of and address the many ways in which racism and colonialism can affect our work. Can be applied to school systems and community organizations.

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.

Complied list of curated resources to assist in anti-racist teaching, learning, and assessment of student learning.

Website provides evidence-based tips and tools from both ADAA member experts and our public community to help manage life with anxiety, OCD, PTSD, depression, and co-occurring disorders. Resources include: blogs, webinars, videos, infographics and brochures about mental health

Website with loads of infomration, resources and videos to help young people understand anxiety a better cope with it.

Resources for school personnel that may be involved in helping to identify or support kids with anxiety in school. Includes resources for school personnel that may be involved in helping to identify or support kids with anxiety or OCD in the school setting. Whether you are a teacher, school nurse, counselor, or other faculty,

website with resources re CBT

Use these tools to gain a deeper understanding of what is and could be happening to improve attendance at a school or district. They are also excellent tools for laying the foundation for a team of key stakeholders to begin working together to reduce student absences. Attendance Works welcomes comments and suggestions on the self-assessment tools.

The Audre Lorde Project works with LGBTQ+ people of color organizations and communities across differences of race/ethnicity, culture, gender, sexual orientation, age, ability, and life experiences in order to develop and implement culturally specific and effective programs and services reflecting the needs of our communities. Though based, in NY, schools and communities can be inspired with ideas from ALP’s community organization and social justice work to support and keep LGBTQ+ young people safe.

Foundational learning developed at Tier 1 level for schools. Self-directed modules on topics related to learners with autism. All content developed is based on the Autism Program Environment Rating Scale (APERS), a programmatic assessment of quality indicators for learners with ASD

Culturally relevant (or responsive) pedagogy was initially conceptualized to explain the intersection of culture and teaching and to increase academic achievement in students of color. Teaching is never culturally neutral, and neither are classrooms. This brief article discusses the importance of understanding who culture influences the way teachers teach and the way students interpret what is taught.

Systems and organizations must shift beyond performative action toward becoming antiracist and trauma-informed. This resource offers actionable principles and strategies that organizations can implement to make this move toward fundamental transformation. The goal of this resource is to light a fire in the bellies of systems, their leaders, and their agents to adopt conscious efforts and actions that promote equity, healing, and justice. This cannot be achieved by inspiring systems to simply think differently about individuals negotiating racism in their daily lives – they must act differently.

This site includes loads of information and ideas to use in schools, classrooms and team meetings, including conversation starters, videos and reflection around what it means to be being anti-racist, with the goal of school community members making conscious decisions to make frequent, consistent, equitable choices daily.

From CASEL’s Guide to a Supportive Classroom Environment, this section describes why creating safety and belonging is so important in schools and tips on how to do it.

This report provides guidance on the important factors schools must take into account when considering and choosing to conduct armed assailant drills.

This course explores mental health screening as a bigger part of a multi-tiered system of support system in schools and key pre-planning considerations for schools and districts.

This guide helps school leaders ensure all students feel safe, seen and capable of success, as well as helps schools ensure the curriculum is representative and that the school climate fosters open and respectful dialogue among all students and staff.

This is the fourth module of the Best Practices in Mental Health Screening training series about screening as a bigger part of a multi-tiered system of support system in schools and key pre-planning considerations. Includes a district example of mental screening implmentation in one school disgrict, and includes information on screening for mental health and well-being in schools.

This is the third module of the Best Practices in Mental Health Screening training series about screening as a bigger part of a multi-tiered system of support system in schools and key pre-planning considerations. This module covers the topic of early intervention/treatment (Tiers 2 and 3).

This is the fifth module of the Best Practices in Mental Health Screening training series about screening as a bigger part of a multi-tiered system of support system in schools and key pre-planning considerations. This module coveres the topics of “Funding and Sustainability.”

This is the first module of the Best Practices in Mental Health Screening training series, “Getting Started and Aligning Efforts” that breaks down the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools.

This is the second module of the Best Practices in Mental Health Screening training series about screening as a bigger part of a multi-tiered system of support system in schools and key pre-planning considerations. This module cover Mental Health Promotion – Tier 1 Services and Support.

The purpose of this guide is to summarize the current state of research and practice related to universal SEB screening and provide practical and defensible recommendations.

The purpose of this guide is to summarize the current state of research and practice related to universal SEB screening and provide practical and defensible recommendations.

This resource provides an overview of the concepts of Adverse Childhood Experiences (ACEs) and childhood trauma, highlights the gaps that remain in our understanding of the impact of childhood trauma and adversity on mental and physical health, and describes how these terms (childhood trauma vs. adversity) differ. This resource also offers providers, family advocates, and policymakers recommendations for ways in which ACEs and other childhood trauma-related concepts and resources can be combined to advance care for children and families who have experienced trauma. (2021)

This course provides advice for those who want to live out inclusive values and remain committed to advocacy year-round to LGBTQ+ students and staff.

Provides an overview of the concepts of Adverse Childhood Experiences (ACEs) and childhood trauma, highlights the gaps that remain in our understanding of the impact of childhood trauma and adversity on mental and physical health, and describes how these terms (childhood trauma vs. adversity) differ. This resource also offers providers, family advocates, and policymakers recommendations for ways in which ACEs and other childhood trauma-related concepts and resources can be combined to advance care for children and families who have experienced trauma.

An adaptation of CBITS, the Bounce Back program helps school-based clinicians work with children in Kindergarten through fifth grade. Like CBITS, the program is intended for students exposed to at least one traumatic event who are experiencing traumatic stress symptoms.

Bridging and Belonging series includes a 2-minute animated video and downloadable curricula that dives into how social responses to collective anxiety are greatly shaped by the stories presented in places like schools.

This article describes how the Doll Test, conducted by psychologists Kenneth and Mamie Clark, communicated the influence of race, color and status on the self-esteem of children

Article from Edutopia provides an overview of using restorative talking circles in schools

The Building Equitable Learning Environments (BELE) Framework is a guide for transforming student experiences and learning outcomes.

This course provides strategies to help schools build relationships and connections so students feel safe and supported.

This information is from the Traimer’s Guide for Staff Self-Care. Each section contains learning objectives to guide your attention to major points in the material. Answering questions for reflection after each section will help assess your progress toward achieving each learning objective. To obtain the maximum benefit from the material, we urge you to write thoughtful responses where they are sought, complete the inventories and lists, and respond to the questions for reflection. The module ends with you creating a custom self-care plan.

This site contains lots of social emotional learning resources for educators and principals, including toolkits for advocacy like sample letters to the editor. The website has research articles, strategy toolkits and other resources that support the work to support SEL in your school or district.

This article describes a social-emotional learning approach shared by Dr. Shawn Genwright that shows some early reflections of success in supporting school communities.

A resource collection compiled by and for Parent Centers. Coordinated by the Region 2 Parent Technical Assistance Center.

Script for how to do and teach calm breathing in your classroom or ream meetings.

This video features a special education teacher who creates a safe classroom environment by having her students use a Calm Down Center to self-regulate and deal with their emotions.

Loads of ideas from an occupational therapist about creating calm spaces in the early childhood classroom, including quiet soothing areas to decompress and ideas for more active calm down areas in classrooms since different kids need different strategies when it comes to sensory needs.

Video about creating a school’s calming center that guides children through physical and mental tasks to help them calm their minds.

The website center shares toolkits, case studies, videos, webinars, events, and podcasts that guide a comprehensive approach to developing trauma-informed policies and practices.

There is a growing movement in schools nationwide to become trauma-informed. This report explains the why and how of trauma-informed schools and provides concrete rationale, possible action steps, and examples for creating thriving school environments.

The CARE assessment (Culturally responsive, anti-racist, and equitable) tool meausres schools on these 5 domains of a CARE school are: (1) Teaming and Collaboration; (2) School Climate; (3) School Discipline; (4) Curricula and Teaching Practices; and (5) Professional Development.Each indicator includes a few ways schools may demonstrate success in each area. The included examples are not exhaustive but illustrative, and ratings in each domain can be used as a starting place for quality improvement initiatives. This assessment tool provides suggestions for action planning that can be tailored to meet your school’s needs using the resources in the SHAPE resource library.

The CASEL Program Guide is designed to help educators and school administrators select an evidence-based SEL program that best meets the needs of their community.Use this guide to determine your SEL team and goals, connect your needs to CASEL metrics, and identify and compare SEL programs.

Catalyst for Educational Change (CEC) is a nonprofit consulting agency solving complex problems in educational systems and helps create long-term transformation in schools and districts by focusing on collaboration and capacity building. CEC helps schools and districts effectively diagnose their strengths and needs, set direction for their work, and choose the appropriate targeted supports, such as coaching and professional learning opportunities.

Center for Safe & Resilient Schoolsare leaders in creating trauma-informed school systems, with training and consultation in research-and evidence-based interventions that promote crisis prevention, response, and recovery. They cover the spectrum of support, from threat assessment to crisis response and long-term recovery, and their interventions and trainings support the entire school community, from mental health providers on campus to classroom teachers, paraprofessionals, school leaders, and staff.

The Center on Positive Behavioral Interventions and Supports (PBIS) provides technical assistance to schools and educational agencies to implement, sustain, and scale PBIS frameworks. A range of free resources, including assessments, guides, tools, and showcases model demonstrations of tiered PBIS implementation. Additionally, the Center hosts annual forums and promotes real-world examples to create affirming, culturally supportive learning environments, ultimately enhancing social, emotional, academic, and behavioral outcomes for students.

This website is a resource for state and local education leaders interested in advancing their work to support positive school climate efforts, social and emotional development and well-being and other initiatives related to serving the whole person for students and educators. Includes resources such as a guide to examine some common root causes of staff resistance and offers actionable strategies for leaders to mitigate its effects.

Regardless of role, we each have a part to play in shaping the conditions that impact student learning and improving the experiences of students. This playbook, which is a curated culmination of actionable best practices, tools, and resources created by the BELE Network — can serve as a first step or a guide to going deeper. It is designed to be a tool used across the education space to leverage research-backed, role-specific resources that offer a path to bring practices and policies that center student experience to the classroom.

Explores approaches to centering student voice, building authentic relationships and cultivating community with Molly Josephs, the creator of This Teenage Life, a youth-driven, story-sharing podcast that started as a school club.

CharacterStrong provides curriculum and professional development focused on social-emotional learning (SEL) and character education for schools. The website offers various resources and programs designed to help educators cultivate empathy, resilience, and strong relationships among students.

Unconscious bias can shape the responses of even the most well-intentioned educators. But you can check yourself—one teacher shares how.

Child Mind Institute is an international non-for-profit organization that shares evidence-based information in their online Family Resource Center , provides training to educators and mental health professionals, and has resources and information on youth mental health.

The Child Opportunity Index (COI) measures and maps the quality of resources and conditions like these that matter for children’s healthy development in the neighborhoods where they live. Schools and community providers can use COI’s databases, which provide a composite index of children’s neighborhood opportunity that contains data for every neighborhood (census tract) in the U.S. from every year for 2012 through 2021. It is comprised of 44 indicators in three domains (education, health and environment, and social and economic) and 14 subdomains.

CHDI joined with the Connecticut Department of Children and Families and Yale to develop a brief and free trauma screening measure for children called the Child Trauma Screen (formerly called the Connecticut Trauma Screen). Schools can use this screener to identify children who may be suffering from trauma exposure and need more comprehensive assessment or treatment. Intended for use by intake staff, clinicians, child welfare workers, juvenile probation officers, pediatric providers, school personnel, case managers, care coordinators, or other professionals interested in screening children for trauma.

The Child Trauma Toolkit for Educators is a resource that provides school administrators, teachers, staff, and concerned parents with basic information about working with traumatized children in the school system. The toolkit is made up of 10 fact sheets that discuss various aspects of trauma in schools and how educators and parents can respond. It describes how a child’s response to trauma can negatively affect learning and behavior in school, and how school administrators, teachers, and staff can help reduce the impact of trauma on the students in their care.

Learn strategies to support students dealing with grief, with age-appropriate and culturally considerations.

Compiled resources developed by NCTSN, including webinars, toolkits, and handouts, related to children and youth with Intellectual and Developmental Disabilities who have experienced trauma.

From videos to fact sheets to research, this resource hub has information for anyone seeking to learn more about school-based health care. Findl documents covering topics related to starting and sustaining an SBHC, different kinds of care at SBHCs, youth development, and more; in-depth toolkits about specific topics; recordings of SBHA webinars; and the latest news and stories in their blog section.

A free self-paced online course, video library featuring practicing teachers and students, comprehensive resource collection and website for K-12 educators on mental health literacy. Resources include topics such as understanding and supporting students experiencing adversity, the impact of trauma and adversity on learning behavior, and classroom strategies to support students.

Adoption of Classroom WISE can help educators support student mental health and assist in ameliorating the youth mental health crisis. Classroom Wise includes an implementation guide, learning series, discussion guide, information about integrating Classroom Wise into trauma-informed and SEL frameworks.

This library is a compilation of brief videos embedded in the Classroom WISE online course about creating safe and supportive classrooms. Videos include topics such as how to make students feel welcome and supported, using active listening and praise, restorative practices, and developing rules and routines.

CLoseGap is a an organization that provides bite-sized mental health and SEL content (for a fee) for K-12 classrooms, with the goal to ensure every student has access to daily emotional support and mental health.resources.

Illinois-based site for resources and information to support refugee/immigrant/asylee populations in communities.

The Coalition of Schools Educating Mindfully (COSEM) is a nonprofit organization dedicated to supporting school communities through mindfulness-based social and emotional learning (MBSEL). They offer educators professional development, resources, and community-building opportunities to promote well-being and create inclusive, compassionate educational environments. COSEM emphasizes holistic approaches to education, advocating for sustainable systems of care and equity in schools.

The Coalition to Support Grieving Students is a collaboration of the leading professional organizations representing a wide range of school professionals who have come together with a common conviction: grieving students need the support and care of the school community. Their website has lots of resources for schools, including free webinars, handouts, and information on staff self-care.

Eveidence-based school-based group intervntion for students grades 5-12 who have expereinced trauma.

This course provides an overview of CBT concepts for school mental health professionals, focusing on identifying social reasoning errors, CBT differences, and flexible interventions for diverse students.

This video provides a general overview of the difference between “talk” therapy and Cognitive Behavioral Therapy, which is often used with young people.

This website aims to provide up-to-date information on collaborative activities between mental health and primary care providers. Includes many toolkits and information on youth mental health screening, practical, user-friendly resources for screening, assessment and treatment of child and youth mental health problems commonly presenting in primary care, though info can be useful to school-based practitioners.

For a fee, Mindful Practices provides professional
development convenings, offers EdTech tools fostering both
individual & collective well-being, and a diverse array of courses and certification programs, available both online and in-person.

Millions of people use the Community Tool Box each year to get help taking action, teaching, and training others in organizing for community development. Dive in to find help assessing community needs and resources, addressing social determinants of health, engaging collaborators, action planning, building leadership, improving cultural competency, planning an evaluation, and sustaining your efforts over time.

Communities for Just Schools Fund is a national collaborative that links philanthropy with the power of grassroots organizing to transform schools. Program areas include grantmaking, technical assistance & capacity-building, Community of Practice, federal strategies, narrative power-building, and member programming.

Guide to Strategic Planning identifies the key steps and variety of methods schools and districts can use to get input and facilitate buy-in from students, teachers, staff, parents, and other community members.

The Community Resilience (CR) Framework bridges cross-disciplinary research in social determinants, early childhood development, neurobiology, and disaster preparedness and response to analyze the complex interactions between public systems, policies, and community outcomes.

In efforts to build resilience in our students, this organziation advocates for examining our capacity personally and professionally to model that which we strive to build. This toolkit explores the protective factors that build and maintain compassion resilience. toolkit will explore the protective factors that build and maintain compassion resilience.

Comprehensive guide that takes a deeper look at what makes up an MTSS, how it works, and some examples of schools and districts using the framework to support students and educators.

Safe Supportive Schools promote well-being and equity for all school staff and students by implementing comprehensive school mental health systems with policies and practices that are trauma-informed and culturally responsive. This organization develops and distributes resources that promote comprehensive school mental health systems.

Alternative approach to traditional discipline that is trauma-informed and based on SEL, with a focus on restorative practices. The website provides free resources for teachers to use in the classroom, webinars and poscasts on this topic.

The purpose of this protocol is to provide a structure for analyzing the process participants have used to make changes in their practice, and for linking that process to Inquiry. This protocol highlights the changes educators constantly make in their practice,and gives them a way to think more systematically about the questions and data they use to inform those changes.

Watch this brief video about an elementary school that provides students with a quiet spot and “peace corners” where they can calm themselves in times of stress, which also helps them develop self-regulation.

Use this Google doc to create a tool to start the Establishment, Maintaining, Restoring (EMR) Phase with students. EMR is a specific framework for understanding student-teacher relationships in which three dimensions of relationships are highlighted: establishing the relationship through positive interactions, maintaining the relationship with continued support and encouragement, and restoring the relationships as needed.

This training toolkit is made up of two modules that address bullying in classrooms. Specifically, it is designed for trainers to assist teachers in cultivating meaningful relationships with students while creating a positive climate in the classroom.The first module is “Understanding and Intervening in Bullying Behavior,” which addresses how to identify and effectively intervene when bullying occurs (including tips on de-escalation). The second module is “Creating a Supportive Classroom Climate,” which considers effective strategies to build a classroom climate where bullying is less likely to occur.

This tool describes how Peace Rooms can be used in secondary school settings and ways to include students in the process of creating one. Includes examples of peace rooms in high schools, and info on how to include students in creation of peace rooms.

This brief article outlines sev­en con­crete ways to create a school environment in which youth of color know they belong.

Article outlines six key components of successful MTSS implementation. Whether you are just getting your MTSS off the ground, recommitting to practices after a disruption, or wondering where to go next, this guide will help you build and strengthen your district’s MTSS

Calm down corners can be developed and promoted in a variety of ways and in both home and school out-of-school settings. This article provides information about creating calm corners in your spaces.

This course provides practical strategies for designing environments in classrooms and school buildings that help students regulate their emotions and behavior effectively.

This video explores about how classoom can use calming corners as part of their SEL and mental health promotion work to support students.

A comprehensive toolkit to help guide schools through the process of planning and designing spaces in schools that can be uased for peacemaking, calming centers and restorative practices.

Creating Safe, Equitable, Engaging Schools helps school leaders make sense of the various evidence-based resources and frameworks designed to support the whole child. Addressing critical topics like restorative practices, cultural responsiveness, social and emotional learning, and family engagement, this volume offers insights on how leaders can leverage school-based teams to assess student needs and select appropriate interventions. Chapters include: building capacity of staff to lead and implement their work with passion, enthusiasm, and efficiency; engaging the strengths of all school stakeholders; implementing strong foundational supports which address diverse student and educator needs; and monitoring implementation efforts using evidence from improvement science.Spanish version availble.

This course explores the six domains of safety and provides strategies to foster a safe and inclusive environment in all areas of the school.

Keeping our school campuses safe from active shooters or intruders is one component of a school emergency plan. Part of being prepared is planning safety drills. The type of drills or exercises your school conducts should map on to your school emergency operations plan. This fact sheet provides guidance on steps to consider when performing an active shooter/ intruder drill.

This framework presents a tiered approach to creating a trauma-informed school environment that addresses the needs of all students, staff, administrators, and families who might be at risk for experiencing the symptoms of traumatic stress. This framework offers a vision of a trauma-informed school, adhering to the “4 Rs”.

Resource supports K-12 educators in growing their understanding of social justice principles. Each pillar – Curriculum & Instruction, Culture & Climate, Leadership, and Family & Community Engagment – has strategies that schools and districts can integrate into their practice.

Cultivate is a survey and framework designed to support educators in creating learning environments that can change what students believe and, thus, how they perform.

Strong teacher–student relationships have long been considered a foundational aspect of a positive school experience. The aim of the current study was to evaluate the effects of the establish–maintain–restore (EMR) method for improving teacher–student relationships and students’ classroom behavior while providing elementary teachers with structured professional development and follow-up support.

“Cultivating Resilience” is a podcast series that showcases thought leaders, mental health practitioners, and school leaders at all levels who are working to lessen the impact of trauma that students bring with them to school.

Cultural Inclusiveness and Equity WISE (Well-Being Information and Strategies for Educators) is a free 3-part online and self-paced training,and the companion training to Classroom WISE.

This site houses a compilation of resources that are referenced in the Cultural Inclusiveness and Equity WISE online course, which is a 3-part training package that includes a free self-paced online course, video library featuring practicing teachers and students, comprehensive resource collection and website for K-12 educators on mental health literacy. Resources include topics such as understanding and supporting students experiencing adversity, the impact of trauma and adversity on learning behavior, and classroom strategies to support students.

Culturally-affirming SEL asks critical questions of all of us: How do people relate to themselves? How do people relate to land? How do people relate to the community? Culturally-affirming SEL is about reclaiming — reclaiming our relationships with ourselves and our emotions, our ancestors, our spirituality, our creativity, our land, and our relationships with others.

This tool provides key questions for those accountable for moving classrooms and schools toward cultural responsiveness) and what should be addressed as they prepare for their next steps. The questions are designed to encourage a critical reflection on the process of scoring, identifying systemic barriers, opportunities, and supports for a culturally responsive curriculum, and planning the next steps.

Website of Dr. Zaretta Hammond that offers insight/answers to our collective and individual questions about how to help students become confident and competent learners. Highlights lessons learned in schools and classrooms with teachers who are successful with diverse students, focusing on how to take everyday strategies and practices and put them to work in classrooms to be more culturally responsive.

The CR-S framework helps educators create student-centered learning environments that: affirm racial, linguistic and cultural identities; prepare students for rigor and independent learning, develop students’ abilities to connect across lines of difference; elevate historically marginalized voices; and empower students as agents of social change.

This report presents the need for both a rapid response and a long-term approach to reducing violence. By taking a comprehensive approach, there is continued caution, so that reform does not perpetuate the very inequities and conditions that have led to violence in our communities.

This course and Trauma-Responsive Schools Implementation Assessment (TRS-IA) course are part of the learning series for schools involved in the REACH and/or RSSI programs. This course helps teams review school data, set trauma-responsive goals, develop SMARTIE action steps, monitor progress, and collaborate effectively.

This article from Equality Florida emphasize the need for each of us to advocate for safer schools where all young people are valued.

This toolkit helps schools be affirming places where all students are protected and empowered, and where they can learn, grow, and thrive. It includes guidance on articulating a shared vision of a LGBTQ+-inclusive future, navigating pushback during Pride month, and harnessing the power of youth voice.

This brief video, which is included in Chenter for Childhood Resiliences’s CBT course, explains how depression shows up in youth and its impact.

To develop your self-care plan, you will identify what you value and need as part of your day-to-day life (maintenance self-care) and the strategies you can employ when or if you face a crisis along the way (emergency self-care). This website has lots of information on caring for ourselves in high-stress jobs, including a self-care plan template you can download.

This blog explores the importance of developing culturally responsive relationships with students. Culturally responsive teaching focuses on practitioners being culturally competent in order to authentically instruct students. It is important to build relationships through understanding. misunderstood

The resources below can help spur much-needed discussion around implicit bias and systemic racism, but they can also help inspire us all to enact the changes that will create a more just society.These resources can help spur much-needed discussion around implicit bias and systemic racism, but they can also help inspire us all to enact the changes that will create a more just society.

The DDAS framework is based on research evidence that there are eight malleable factors – that is, factors that schools can intentionally work to change – that are causally connected to disciplinary actions in general. At the heart of DDAS is a foundational belief that racial and ethnic disproportionality in discipline (REDD) results when these eight factors interact with implicit bias, racism, and a lack of cultural awareness and understanding. Therefore, by placing implicit bias, anti-racism, and the promotion of cultural awareness and understanding at the heart of the DDAS framework, REDD can be reduced or eliminated.

Dialectical Behavior Therapy, or DBT, is a structured CBT-type of therapy that focuses on teaching four core skills (mindfulness, acceptance & distress tolerance, emotional regulation, and interpersonal effectiveness) to help you create a good life for yourself. You work on those skills through a series of lessons and then start applying them to your life. This site provides free learning and resources around DBT’s core skills.

News story about Springfield IL schools using peace rooms in high schools to ensure students have a safe space to talk about what they’re going through.

The “doll test” is a psychological experiment designed in the 1940s in the USA to test the degree of marginalization felt by African American children caused by prejudice, discrimination and racial segregation. Given the considerable increase of the phenomenon of migration in Europe in recent years the filmmakers decided to re-create the test with Italian children in 2016.

Based on existing research and best practices, the Dual Capacity-Building Framework for Family-School Partnerships is designed to support the development of family engagement strategies, policies, and programs. It is not a blueprint for engagement initiatives, which must be designed to fit the particular contexts in which they are carried out. Instead, the Framework should be seen as a compass, laying out the goals and conditions necessary to chart a path toward effective family engagement efforts that are linked to student achievement and school improvement.. Website with resources to understand the reasons why educators and families have struggled to build trusting and effective partnerships.

Individual self-care planning involves identifying and incorporating specific self-care strategies for promoting resilience and maintaining a healthy work–life balance (e.g., exercise, good nutrition, supportive networks). Individual self-care plans involve scheduling restorative activities, recognizing personal triggers, and planning an action response that supports well-being. Compiled resources include links to local and national resources and tools for educators, including a Compassion Resilince Toolit for Schools.

This 4-session recorded webinar series includes handouts and resources on educator well-being and to support educators tap into their resiliency skills, increase self-compassion, create self-care routines, build a practice of gratitude and appreciation and celebrate – even those small successes – to support wellbeing.

This infogrphic illustrates educator wellness, which is the impact of a school’s organizational and individual systems (e.g., culture and climate, employee training and supports, etc.) on staff social, emotional, physical, and mental well-being. This influences staff stress through four main sources that create positive or negative working conditions and ultimately impacts the teaching and learning environment for students.

This 2020 article provides an overview of restorative justice (RJ) in US K-12 schools, discusses implementation challenges, and summarizes the most recent two decades of quantitative studies regarding the effectiveness of RJ at achieving a range of outcomes. While RJ has become increasingly popular, there is still relatively little quantitative research regarding its effective-ness. Still, available evidence suggests that RJ programs can improve school climates and reduce student misbehavior and school discipline. Results are more mixed regarding RJ’s impact on bullying, student absenteeism, and academic performance.

SEL is vital for both youth and adults. When educators and caregivers strengthen their own social-emotional skills and mindsets they more effectively teach, model, and shape them in youth. This video highlights the importance of adult self-development in bringing positive learning outcomes for students.

This course provides practical ideas for fostering healthy emotion and sensory regulation in classrooms, school communities, and out-of-school programs.

Great Schools Partnership created resources and tools, which are broken up into three categories: introduction to community engagement, community conversations, and policy to help schools achieve equitable community engagement—an ongoing, two-way process of building relationships, working collaboratively to support all students, and sharing power—can result in transformative benefits for schools and their school communities.

This course explores replacing exclusionary discipline with equitable approaches by examining the impact of school policing.

Alex Shevrin Venet talks about her book, Equity-Centered Trauma-Informed Education on the Teaching in Higher Ed podcast.

Antiracism is an active stance to deconstruct the internal, relational, and systemic structures that prevent us from having true equity in the world. Emotional intelligence can play a role in the “inner work” toward a just society. This website provides information, resources and videos about how emotional intelligence plays a role in this work.

Essentials for Childhood famework proposes strategies and resources communities can consider to promote the types of relationships and environments that help children grow up to be healthy and productive citizens so that they, in turn, can build stronger and safer families and communities for their children.

These five strategies can help ensure that students feel they belong in your classroom.

Website to help schools in their equity by providing a broad range of services — research and evaluation, professional learning, technical assistance, and policy guidance — that are tailored to the needs of our clients. A nonpartisan partner, WestEd generates knowledge and apply evidence and expertise to improve policies, systems, and practices.

This webinar builds from the compendium of equity and SEL, with panelists Rose Prejean-Harris, Angela Ward, and Eric Moore sharing their insights and expertise as district leaders who implement evidence-based practices and data-driven continuous improvement processes for social and emotional learning, school climate, and other whole person initiatives. The session specifically delves into practical methods for using data to advance equitable outcomes.

Searchable evidenced-based therapy (EBT) resource center.

This video, which is part of the Center for Childhood Resilience’s CBT course, provides an overview of using exposure in the treatment with youth with anxiety.

Framework around how to prioritize effective relationships to drive learning at every level. Includes information on the Dual Capacity-Building Framework so leaders can use family engagement plans in their schools and districts.

Toolkits and fact sheets for district leaders, school leaders and teachers to improve parent engagment in order to support and improve the learning, development, and health of children and adolescents.

Family Voices created the Family Engagement in Systems Tools that child- and family-serving organizations can use to plan, assess, and improve family engagement.

A survey tool to help educators gather feedback and engage families in their school communities.

Compilation of survey tools to use with families that you can save and download.

This toolkit provides districts and schools with practical planning and evaluation tools that support efforts to engage all families, particularly those of underrepresented and underserved students.

This guide will equip you with the strategies and tools you need to meaningfully and continuously engage families in their children’s learning and development. By the end, you’ll understand common barriers to engaging families, equity-centered and technology-supported strategies for connecting with caregivers, and methods for enabling family engagement with survey data.

A survey tool to help educators gather feedback and engage families in their school communities.

Look to Illinois School District 214 for ideas to make educational equity a reality in your district. SD 214 addresses educational equity through 5 pillars: Systemic; Employment and Retention; Professional Learning for Student Success; Student Voice, Climate, and Culture; and Family and Community Engagement.

Fly Five is a kindergarten to eighth grade social and emotional learning curriculum developed on the core belief that, in order for students to be academically, socially, and behaviorally successful in, out of, and beyond school, they need to learn a set of social and emotional competencies, namely cooperation, assertiveness, responsibility, empathy, and self-control (C.A.R.E.S.)

Learn how exclusionary discipline practices like suspensions and expulsions can increase misbehavior and negatively impact school climate, particularly among Black students, who face disproportionate rates of these punishments. Discover how restorative practices, which focus on conflict resolution and community building, can address the root causes of misbehavior, reduce racial disparities, and improve overall school climate and academic engagement.

This is the 2016 online version of Fostering Resilient Learners, which helps cultivate a trauma-sensitive learning environment for students across all content areas, grade levels, and educational settings.

A framework supported by educators for improving school safety and increasing access to
mental health supports for children and youth. Efforts to improve school climate, safety, and learning are not separate
endeavors. They must be designed, funded, and implemented as a comprehensive school-wide approach that facilitates
interdisciplinary collaboration and builds on a multitiered system of supports.

90-minute documentary – eight transgender kids, ranging in ages from 9 to 19, speak with striking candor and remarkable insight about their deeply personal experiences.

Futures Without Violence is a health and social justice nonprofit with a simple mission: to heal those among us who are traumatized by violence today – and to create healthy families and communities free of violence tomorrow. Their website includes resources about social justice and healing from trauma.

Gender Inclusive Schools provides parent and educator training to proactively create safe learning environments for LGBTQ+ young people. Their website has resources on sample policies, practices, and interpretations of state and federal laws that affect LGBTQ+ young people.

Special issue of National Geogrphic (2017) includes many articles that explore the shifting landscape of gender, including gender roles and gender identity. Includes a downloadable discussion guide for teachers and parents.

Center on PBIS is a leader in the field of education, working together with state and local agencies to improve social, emotional, academic, and behavioral outcomes for all students. Its work is rooted in prevention, centered in equity, based on human-centered science, and only implemented through collaborative partnerships with students, families, educators, and their extended communities.

Free webinars and resources around SEL competencies for educators and out of school programs working with girls grades K-12

Article about how our ancestors’ experiences might change your personality, helping build anxiety or resilience by altering the epigenetic expressions of genes in the brain, and provides context around historical and generational trauma.

This website offers a collection of science-based practices related to SEL, character education, and mindfulness. Search their collection of free practices, such as creating a music playlist for your class cultivate emotional awareness and a sense of belonging and connection among students. There are lots of activities and resources to support adult and student well-being, as well as courses to learn how to put them into action.

Schoolwide SEL engages the entire school community in creating caring, motivating, and equitable learning environments that promote social, emotional, and academic growth. The CASEL Guide to Schoolwide SEL outlines an intentional and collaborative process for systemic SEL implementation.

Guided imagery is a relaxation technique that involves dwelling on a positive mental image or scene. It is a tool that students and school staff can learn and use at any time. Check out this free guided imagery app that is offered in 28 languages and 330 different animation combinations.

Find lots of guided meditations -on this website to use with students, families, and in staff meetings and trainings.

This resource identifies five guiding principles and suggests actions schools and school districts can take to create inclusive, safe, supportive, and fair learning environments. The resource also lists federal resources to support these efforts.

The HEAL Together Initiative by Race Forward promotes honest education, action, and leadership to combat racial inequities in schools. It provides resources and support for educators, students, and community members to advocate for inclusive and truthful curricula and policies that foster racial equity in education.

Flourish Agenda provides training and consultation to equip schools, youth agencies, foundations, and local governments with strategies, trainings, and tools that enhance learning and healthy development for youth. Also offers an online Healing Centered Engagement certifcate program.

Learn more about Dr. Shawn Ginwright’s Healing-Centered Engagement Tooklit. Flourish equips schools, youth agencies, foundations, and local governments with strategies, trainings, and tools that enhance learning and healthy development for youth.

This article provides an overview of Dr. Shawn Ginwright’s Healing Centered framework that can be applied to schol environments.

A podcast from Flourish Agenda with Healing-Centered practitioners that includes ideas and examples of how they are implementing Healing-Centered principles in their communities.

These podcasters model how to have healing conversations about racial identity.

This article brings together “healing schools” with trauma-informed care, restorative justice, and multicultural education coming together under one integrated framework. Authors call for creation of healing schools because: 1) Schools can play a valuable role in promoting healing and well-being among the students and families with whom they engage and 2) Many urban schools themselves need healing because they have become systems of toxic environments for adults and youth alike. Framework includes four key values: relationships, safety, belonging, and agency.

Read about the initiative that supports city, county, and state governments and communities in moving from commitment to action for health, racial equity, and justice using the Truth, Racial Healing, and Transformation™ framework. Healing Through Policy is an initiative of the American Public Health Association, the de Beaumont Foundation, and the National Collaborative for Health Equity, in collaboration with Results for America.

This site houses lots of resources and tools to promote healing-centered engagement and teaching in schools.

This article asks the question: how we can get better at cultivating the well-being of our people? This educator writes about looking to healing-centered environments to fill gaps in educator wellness.

This resource includes slides from presentation about Healing Centered Schools, whichi provdes an overview of this concept and how to start planning for implmentation.

This website provides information and guidance on creating healing-centered schools to address immediate student needs and build sustainable systems and practices that serve all students and advance equity.

Anxiety disorders are on the rise in children and teens, but there are resources and evidence-based treatments to help kids who are struggling lead productive, happy lives. In this episode, two Lurie Children’s experts, child and adolescent psychologist John Parkhurst, PhD, and clinical social worker Mallory Hilliard, LCSW, CADC, explain the signs, symptoms and causes of the anxiety disorders. They explain how family support and potential interventions, including therapy and medication, can manage the disorder and help kids thrive.

Video panel with child development, children’s health, and trauma-care experts to talk about ways families can support their children and one another to process racism, violence. (2020)

This site contains information and compiled resources to help school staff support students after a school shooting.

Teachers, counselors, and administrators may recognize the cumulative stressors that they face, but they don’t always realize that their symptoms are a common reaction to working with traumatized children. This article and compiled resources help educators and leaders navigate secondary traumatic stress and burn-out in school staff.

This website houses lots of information, resources, videos, and tools to use in schools engaging in this work. Resources on the site are organized to support your inquiry into the following questions: What is a trauma-sensitive school? Why are trauma-sensitive schools needed? and How do we create a trauma-sensitive school?

This podcast explores how everyone in a school community has a responsibility to help children feel safe.

This rerport explores how disparate school discipline continues to drive differences in students’ learning and opportunities in school

The Alert Program® provides a user-friendly approach to help individuals articulate and manage their self-regulation by recognizing and adjusting their alert levels throughout the day. Its simple strategies make it easier to perform daily activities such as getting out of bed, working, learning, and socializing. Widely implemented in over 85 countries, the program simplifies complex self-regulation theories, making them accessible to adults, therapists, teachers, and parents worldwide.

​The Ohio Department of Education and Workforce’s Mental Health and Trauma Training Library contains training videos from Department led conferences and webinars to help support the ongoing education of school staff on various topics such as: Trauma Sensitive Schools, Classroom Strategies for Supporting Students, School Wellness, Safety and more.

This article explores how one school implemented seven steps to create a collaborative, data-driven culture:

This website focuses on Positive Behavior Interventions and Supports (PBIS) and provides resources, training, and consulting services to help schools create positive learning environments. The site offers tools for educators to implement evidence-based practices that support student behavior and academic success. The Circle Planning Guide is a free resource from a blog post on her site, “How to Plan Your Own Classroom Circle.”

This article explores how to identify teacher burnout and promote collective K-12 staff well-being to increase professional retention and student achievement.

Information on creating calm spaces in classrooms and schools.

This intervention targets adolescents’ ethnic-racial identity development. The Identity Project curriculum was designed to provide adolescents of any ethnic-racial background with tools and strategies that help them explore and understand their constantly evolving identity in relation to their race and ethnicity.

Support and ideas for writing, advocating for and implementing IEPs and 504 Plans for students who require accommodations for trauma or PTSD.

This organization provides trainings on childhood adversity and resilience, historical trauma, burnout, and trauma-informed care have reached 1,200 people from community-based organizations, hospitals, FQHCs, schools, foundations, and more. They also are the region’s hub for the ACE Interface Train-the-Trainer curriculum, a nationally recognized program developed by Dr. Rob Anda and Laura Porter. We have trained four cohorts of presenters and now have four master trainers and 85 presenters.

Helping educators of Color to create safe, supportive, and transformative spaces through affinity groups

The purpose of the ICIRR Family Support Network (FSN) is to connect immigrant communities throughout Illinois to a full range of support – social services, legal aid, policy updates, financial assistance, law enforcement – in collaboration with member organizations. The Illinois Coalition for Immigrant and Refugee Rights partners with over 60 nonprofit organizations that provide services throughout Illinois.

Gain practical knowledge on navigating the Illinois School-Based Medicaid program to enhance student well-being and academic success.

This policy statement from AAP provides an evidence-based document focused on the role of racism in child and adolescent development and health outcomes.

This video, part of Center for Childhood Resilience’s Introduction to Trauma course, provides an overivew of how trauma impacts young people’s brain development, and the consequences it has on learning and the ability to form relationships.

Learn how trauma affects learning and brain development, with practical strategies for educators to support students effectively.

Understanding the essential components of MTSS is an important part of its implementation, but research suggests effective implementation is a major challenge for educators. Successful implementation of MTSS demands ongoing planning, continuous improvement, and sustaining and expanding efforts. This website lets you click on the phases of MTSS implementation to find tools and resources to support planning for success, implementation, and sustaining and expanding implementation.

IAT) measures attitudes and beliefs that people may be unwilling or unable to report. The IAT may be especially interesting if it shows that you have an implicit attitude that you did not know about.

This brief article about Dr. William Gilliam’s research from Yale Child Study Center explains how impliciat bias impacts preschool expulsion rates.

This course introduces insights about how our minds operate and help us understand the origins of implicit associations. You will also uncover some of your own biases and learn strategies for addressing them. Each module is divided into a short series of lessons, many taking less than 10 minutes to complete.

This article highlights how new laws make it harder for teachers to discuss racism and inequality, but psychological evidence shows these conversations dispel causes of bias and distress.

Information on how Reflective Practice benefits inclusive, socially-just teaching; includes a social justice pedagogy reflection tool and teaching practices inventory.

Research article offering insights into fostering connectedness in the context of counseling in schools with consideration to students’ developmental needs. NOTE: PAID ACCESS ONLY

IEL provides a range of supports to school districts, including: assessment of current practice; coaching district engagement staff; technical assistance in implementing assessment recommendations and action plans; and designing summer institutes and other professional development and peer learning activities where necessary.

Explore how institutional racism shows up in school communities, and learn how disparities in discipline and inequities in resources impact students’ academic and overall well-being.

The Integrated Multi-Tiered Systems of Support Fidelity Rubric (IMFR) is a tool created to assess an elementary school’s implementation of Integrated Multi-tiered Systems of Support (I-MTSS). I-MTSS is a model where academic and social, emotional, and behavioral (SEB) supports are strategically combined to improve students’ academic (e.g., reading and/or math) and SEB outcomes.

This framework describes trauma and healing in these ways: trauma is the harmful interruption of safety, agency, dignity and/or belonging, which are fundamental needs of all human beings. Trauma is embodied in 5 levels: individual, collective, systemic, intergenerational and/or historical; trauma is experienced in the body-brain, overwhelming our ability to cope with and integrate thoughts, sensations, and emotions connected to an experience; and pathways to healing occur anytime we do anything that restores and/or promotes safety, agency, dignity and belonging and moves bodies towards integration and wholeness.

This course provides an overview of the development and integration of Behavioral Health Teams (BHTs) within the Multi-Tiered System of Supports (MTSS) framework. Through historical context and practical insights, this training highlights the benefits of establishing BHTs to address students’ needs effectively.

This Universal Screener Timeline is a Google document that provides a guide, which lays out a possible timeline for the Universal Screening process and who might need to be involved with each step.

Explore how internalized racism affects self-worth and aspirations of students in education, promoting strategies for cultural pride and empowerment.

Podcast about the intersection of SEL and equity, exploring the effectiveness and importance of culturally responsiveness in SEL programming.

The Interventions & Progress Monitoring Toolkit by Panorama Education provides educators with resources to implement and track student interventions. The toolkit includes templates, guides, and best practices for monitoring student progress and ensuring successful interventions.

Toolkit with template to help schools/districts build a tiered intervention menu (MTSS) across math, literacy, behavior, attendance, and social-emotional learning (SEL); create a goal-based intervention plan; progress monitor interventions with data; assess the overall health of your MTSS/RTI program as a school or district leader.

This comprehensive course provides information geared towards educators to learn to recognize and respond to trauma in schools, understand its impact on students’ learning, behavior, and the importance of staff self-care.

There are a lot of ways to improve teachers’ lives, and not all of them are things a principal has control over. But one thing that every school can do regardless of their budget is crack down on toxic positivity. This article describes what is meant by “Toxic posivitiy” and what harm it can do.

This qualitative study used Indigenous talk story interviews with 34 NH ʻōpio (youth) and ka lawelawe (service providers) to explore how NH ʻōpio understand and experience historical trauma. Eight themes and 35 sub-themes were identified covering individual, community, and systemic domains representing the first step in addressing NH historical trauma.

Explore creating safe, trauma-informed school environments that promote healing and resilience for positive student outcomes in this comprehensive course.

Highlights key points for providers, advocates, and policymakers to understand about Adverse Childhood Experiences (ACEs) and child trauma.

Attention deficit hyperactivity disorder, or ADHD, is one of the most common neurodevelopmental disorders of childhood and may cause children to be overly active and have a tough time paying attention and controlling impulsive behaviors. But, there are effective treatments and ways to manage symptoms and help children with the disorder thrive. In this episode, Andrea Spencer, MD, a child and adolescent psychiatrist and physician scientist at Ann & Robert H. Lurie Children’s Hospital of Chicago, offers helpful information and advice to help families navigate an ADHD diagnosis.

It’s never too early or too late to talk with children about the dangers of substance use. In this episode, Maria Rahmandar, MD, an attending physician in the Potocsnak Family Division of Adolescent and Young Adult Medicine at Lurie Children’s and the Medical Director of the Substance Use and Prevention Program, discusses how parents can help prevent drug and alcohol use in their children and offers strategies for helping kids who have already developed a substance use disorder.

Kimberlé Crenshaw, a civil rights advocate and professor at UCLA School of Law and Columbia Law School, talks about intersectional theory, the study of how overlapping or intersecting social identities—and particularly minority identities—relate to systems and structures of discrimination. This video provides a clear and concise way to explain what intersectionality is and why it is important for schools to understand it.

Lambda Legal works at every level of government to stand up for the LGBTQ+ community and everyone living with HIV.

This brief video provides guidance on why doing no harm with the language we use is important as we work with diverse groups of students, staff and families.

This module provides an overview of the IDEA Partnership blueprint on Leading by Convening. It outlines the essential habits that leaders need to cultivate authentic engagment and build allied relationship across groups. The tools and learning activities help groups identify their values and shared interests, and work together to improve practice.

The Leading with SEL toolkits offer resources to integrate social and emotional learning (SEL) into educational settings, emphasizing equity and student well-being. They provide practical strategies, activities, and guidance for educators to foster supportive and inclusive learning environments.

Leading with SEL represents key voices in education – parents, educators, students, community and advocacy organizations, businesses, nonprofits – who share a vision for a high-quality education that includes social and emotional learning. On this website you can find resources to be an SEL leader in your own community, and includes a downloadable toolkit for school boards.

Learning for Justice houses loads of resources and curricula to use in classrooms around racial justice, educational equity and supporting all students.

What does it take to build a healing-centered school district? Healing is much more than any one program – it’s the environment, relationships, & orientation we bring to work every day. From reevaluating school district policies to developing trauma training for staff to providing healing supports to administrators, we’ve launched initiatives to become more healing-centered. Join Liz Dozier and Maurice Swinney for a discussion on the learnings from our journey – from successful signs of healing to the obstacles & challenges.

A short video from the point of view of Jacob, a pre-teen who worries a lot and avoids things that might trigger his worry, like watching the news about crime in his neighborhood. It can be used to help youth understand their own anxiety and treatment, including exposure. This video is Part 2 of Jacob’s story. Part 1 can be found here: https://youtu.be/4RSdV9R8wXQ

Co-authored with the National Center for Lesbian Rights, the Trans Youth Handbook is a legal resource guide that covers the rights of trans youth across such a wide spectrum of situations, including identity documents, school, health care, non-affirming care environments, and work.

NIJC houses lots of information and legal resources for immigrants, refugees and asylees. Schools can host “Know Your Rights” events, which provide guidance for new arrivals navigating the immigration system.

Welcoming Schools offers comprehensive, teacher-friendly lesson plans, resources and training to help educators do the important work of building welcoming, affirming LGBTQ+ and gender inclusive schools that create a sense of belonging for all students, families and staff.

Article presents a theoretic framework for understanding racism on 3 levels: institutionalized, personally mediated, and internalized. This framework is useful for raising new hypotheses about the basis of race-associated differences in health outcomes, as well as for designing effective interventions to eliminate those differences, and provides allegories to help illustrate the impacts of the different levels of racism.

Self-assessment tool for school/district staff understand current policies, programs, and practices, and to assist schools and districts in addressing the health and academic needs of LGBTQ students, this self-assessment tool was created to help school and district staff understand current policies, programs, and practices that may contribute to safe, inclusive environments where all youth can be successful.

This listening guide was developed to support individual and group reflection as you listen to the audiocast Making the Case: Strategic Communications for State System Leaders Navigating Times of Social Conflict. It is part of a portfolio of resources that aims to provide state system 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.

The video series “Learn to be a People Person” by author Paul McGee offers practical guidance on improving communication skills, handling negative people, boosting resilience, motivating others, and managing conflict, helping viewers enhance their personal and professional interactions.

This video features teachers who have implemented trauma-informed strategies in their schools and classrooms to support students. It includes discussion of how these schools have communicated to staff about these efforts and training they have used.

This course includes a recorded learning session with Child Psychiatrists from Lurie Children’s Hospital of Chicago. Includes information to empower educators to support student success through understanding 504 plans, IEPs, and strategies for ADHD, anxiety, and depression.

This course includes a recorded learning session with Child Psychiatrists from Lurie Children’s Hospital of Chicago about supporting students with autism and intellectual disabilities in classrooms.

This course includes a recorded learning session with Child Psychiatrists from Lurie Children’s Hospital of Chicago. Includes information about accessing psycho-education resources for educators to support student mental health.

Children from immigrant homes make up more than a quarter of the child population in the U.S. and are the fastest growing segment of school-age students. This article about how schools can be welcoming and supportive to newcomer students

Students need to be able to be themselves at school—and that’s where affinity groups come in. A group of students who share an identity are going to relate to each other in ways they can’t with peers who can’t or don’t understand their experience. It’s about safety and, in some cases, about fundamental issues of injustice.

Maslow’s hierarchy of needs is a motivational theory in psychology comprising a five-tier model of human needs, often depicted as hierarchical levels within a pyramid. Use the resources on this website and short video in staff and family presentations to share information on how students’ need for safety and belonging is vital in their success in school.

The MedStarWISE resources page offers various tools and materials to promote wellness and improve work environments for healthcare professionals. It also includes a resource library and educator wellbeing workbook

This course equips educators with skills to lead productive meetings in trauma-responsive school environments, fostering collaboration and project success.

Use this sample Google doc to develop your own MOU with community mental health providers. The purpose of an MOU is to establish roles and responsibilities of the Parties to develop and implement a comprehensive school mental health system (CSMHS) that utilizes the strengths and expertise of school and community-partnered professionals. CSMHS are defined as school-community partnerships that provide a multi-tiered system of mental health supports (MTSS) to support students, families and the school community. “Mental health services” include activities, services and supports that address social, emotional and behavioral well-being of students, including substance use.

This report highlights the current strengths and barriers related to promoting healthy outcomes for students living with mental health concerns, and provides actionable recommendations and strategies to ensure that all children and families have access to the services and supports they need in order to thrive.

Website committed to creating and delivering the highest quality mental health literacy information, research, education and resources. Materials are provided in a variety of mediums that include videos, animations, brochures, e-books, face-to-face training programs, and online training programs – all specifically designed to meet the needs of children, youth, young adults, families, educators, community agencies and health care providers.

Whether you’re seeking online therapy, supportive organizations, or emergency help, you’ll find trusted resources here for LGBTQ individuals.

MENTOR works with partner organizations to engage adult volunteers and ensure that all young people have the support needed to thrive and strive. Website includes information about the importance of relationships in schools and out-of-school programs, as well as webinars on such topics such as leveraging relationship-centered interventions to support student wellbeing.

Youth led/youth voice work to develop youth to be empowered, informed, and active citizens who will promote a just and equitable society.

5-minute mindfulness practices for grounding, enhancing engagement and supporting student learning environments.

A research-backed education movement dedicated to uplifting and supporting educators to build stronger school communities. Resource library contains ideas for mindfulness for classroom, team meetings, etc.