Post on 05-Dec-2021
National Center on Safe Supportive Learning Environments
Guides and Training ProductsAmerican School Health AssociationFebruary 2021
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• Loss of resources (e.g., extended family support, job loss, access to mental health services and health care)
• Loss of family members, community members, teachers, and students• Students and staff missing out on important rituals and transitions
(e.g., prom, graduation, end-of-year celebrations and goodbyes, losses)
• Sudden disruption of normal routines, relationships, structures, and predictability
• Food insecurity
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Stressors Related to COVID-19LOSS
• The disproportionate effects of COVID-19 in communities of color and increased risk for these and other stressors
• Disproportionate access to virtual education for students (e.g., technology, learning challenges)
• Learning new technology, adapting to different ways of teaching and learning, maintaining student engagement, balancing work and home life, with multiple stressors
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Stressors Related to COVID-19EQUITY
National Trends: Students’ Mental Health Status
• 76% percent of students and 66% percent of teachers are in lower spirits than they were before the crisis.
• 21% percent of students are absent during coronavirus closures (e.g., not logging in, not making contact, dropping out of class, etc.).
• Nearly 33% of students in communities of poverty are not participating in online classes.
• Past pandemics were associated with increases in depression, anxiety, stigma, and shaming.
• Longitudinal negative impacts of other large-scale community crises (e.g., natural disasters) on children’s behavioral health and academic functioning.
Citations: https://www.edweek.org/ew/articles/2020/04/10/national-survey-tracks-impact-of-coronavirus-on.html• Moukaddam, N. Fears, outbreaks, and pandemics: Lessons learned. Psychiatric Times. November 15, 2019. Epub ahead of print.• Osofsky, J. Kronenberg, M. Bocknek, E., Hansel, T.C. (2015, August). Longitudinal impact of attachment-related risk and
exposure to trauma among young children after hurricane Katrina. In Child & Youth Care Forum. 44(44), 493-510. Springer US.• Ward, M.E. Shelley, K. & Pane, J.F. (2008). Hurricane Katrina: A longitudinal study of the achievement and behavior of displaced
students. Journal of Education for Students Placed at Risk. 13(2-3), 297-317.5
Common Educator Concerns Related to Students
6Citation: Survey Center for Great Teachers and Leaders, 2020. Created with WordArt.com.
Perhaps the most potent element of all, in an effective crisis service system, is relationships. To be human. To be compassionate. We know from experience that immediate access to help, hope and healing saves lives.
~ SAMHSA 2020,
National Guidelines for Behavioral Health Crisis Care
Best Practice Toolkit
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National Center on Safe Supportive Learning Environments (NCSSLE)
Whom We Serve
Our Work
MissionTo improve conditions for learning in schools and sustain safe, engaging and healthy school environments that support student academic success.
Address Emerging Issues
Administer School Climate Surveys
Implement strategies, interventions and programs
U.S. Department of Education Grantees Field At Large
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NCSSLE Website: https://safesupportivelearning.ed.gov
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Variety of Guides and Training Products
Training Products
Trauma-Sensitive Schools Training
Package
Creating a Safe and Respectful Environment in
Our Nation’s Classrooms.
Creating a Safe and Respectful
Environment on Our Nation’s School Buses
Get Smart. Get Help. Get Safe.
Guides and Toolkits
Human Trafficking in America’s Schools
School Climate Improvement
Resource Package
Safe Place to Learn: Prevent, Intercede,
and Respond to Sexual Harassment of
K-12 Students
Addressing the Root Causes of Disparities in School Discipline
Safe Place: Trauma-Sensitive Practice for
Health Centers Serving Higher
Education Students
TRAINING MATERIALSTrauma-Sensitive Schools Training Package
GOALSupport school
and district administrators and
staff with adopting a
trauma-sensitive approach school-or districtwide.
Implementation Guide
Understanding Trauma and Its Impact
Building Trauma-Sensitive Schools
Leading Trauma-Sensitive Schools
https://safesupportivelearning.ed.gov/trauma-sensitive-schools-training-package
TRAINING MATERIALSCreating a Safe and Respectful Environment in Our Nation’s Classrooms
GOALSupport classroom teachers,
other educators, and support personnel to reduce
instances of bullying behavior and to build a supportive classroom
climate in which bullying is less likely to occur.
Understanding and Intervening in Bullying
Behavior
Creating a Supportive Classroom Climate
https://safesupportivelearning.ed.gov/creating-safe-and-respectful-environment-our-nations-classrooms-training-toolkit
TRAINING MATERIALSCreating a Safe and Respectful Environment in Our Nation’s Classrooms
Training of Trainer for Group Training
• Trainer's Guide, Overview, and Outline (PDF)
• PowerPoint Slides • Handouts (PDF) Self-Study Training
for Individual Training
• Self-Study Workbooks
TRAINING MATERIALSCreating a Safe and Respectful Environment on Our Nation’s School Buses
GOALAssist school bus
drivers in cultivating meaningful
relationships with students while
creating a positive climate on the bus.
See Something. Do Something: Intervening in Bullying
Behavior
Creating a Supportive Bus Climate: Preventing Bullying
https://safesupportivelearning.ed.gov/creating-safe-and-respectful-environment-our-nations-school-buses-training-toolkit
TRAINING MATERIALSCreating a Safe and Respectful Environment on Our Nation’s School Buses
Training of Trainer Materials
• Trainer's Guide, Overview, and Outline (PDF)
• PowerPoint Slides • Handouts (PDF)
Training Collateral
• Binder cover (PDF)• Posters (PDF)• Palm card (PDF)
TRAINING MATERIALSGet Smart, Get Help, Get Safe
GOALAssist specialized instructional support personnel (e.g., school psychologists, social workers,
school nurses, guidance counselors) in identifying,
assessing, effectively intervening in, and preventing
teenage dating abuse.
•Trainer’s Guide (PDF)•PowerPoint (PPT)•Handouts (PDF)
Training of Trainer for Group Training
https://safesupportivelearning.ed.gov/get-smart-get-help-get-safe-teenage-dating-abuse-training-specialized-instructional-support
TOOLKIT AND GUIDESHuman Trafficking in America’s Schools, 2nd Edition
• Awareness of the current prevalence of child trafficking and the forms it takes
• Information on risk factors and indicators of child trafficking
• Details about three prevention tiers and the implications for schools’ role in addressing child trafficking
• Information on how professional development of school staff and prevention education for students and families can reduce the likelihood of trafficking
• Details on how policies, protocols, and partnerships with other community sectors can help prevent trafficking
https://safesupportivelearning.ed.gov/human-trafficking-americas-schools
TOOLKIT AND GUIDESSchool Climate Improvement Resource Package
• ED’s National Center for Safe Supportive Learning Environments (NCSSLE) developed a suite of resources to
• help school district and school leaders analyze and understand local school climate survey data and
• provide practical advice and information to support the implementation and sustainability of local school climate improvement efforts.
• The first of these resources is the Quick Guide on Making School Climate Improvements.
https://safesupportivelearning.ed.gov/scirp/about
Quick Guide
Data Interpretation Resources
Online Modules
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Customized List of SCIRP Items Based on an Assessment
Self-Assessment Tool67
TOOLKIT AND GUIDESSchool Climate Improvement Resource Package
Action Guides for a Range of Stakeholders
Reference Manual
https://safesupportivelearning.ed.gov/scirp/about
Informed by…• Latest research• States, districts, and schools that
have worked on making school climate improvements
• Range of approaches they took• Lessons learned• Successes
TOOLKIT AND GUIDESSchool Climate Improvement Resource Package
https://safesupportivelearning.ed.gov/scirp/about
TOOLKIT AND GUIDESSafe Place to Learn
GOALPrevent and
eliminate peer-to-peer
sexual harassment and sexual
violence
• Implementation Guide• Leading a Safe Place to Learn
Guide• Staff E-Learning Modules• Coordinated Response Team
Planning Guide• Handouts and Worksheets
Contents
https://safesupportivelearning.ed.gov/safe-place-to-learn-k12
GUIDES AND TOOLKITSAddressing the Root Causes of Disparities in School Discipline
GOALAssess and
systematically address
disparities in school discipline.
• Action Planning Guide• Discipline Data Checklist• Data Mining Decision Tree
Tip Sheet• Disciplinary Disparities
Risk Assessment Tool• Supportive Data Resources• Action Plan Template• Root Cause Diagnostic
Tree
Contents
https://safesupportivelearning.ed.gov/addressing-root-causes-disparities-school-discipline
TOOLKIT AND GUIDESSafe Place for Higher Education
GOALSupport health center staff in higher education at all levels to:• Understand the likelihood that
they serve higher education student patients and even work with colleagues affected by trauma.
• Infuse trauma-sensitive approaches into their daily routine.
• Create a care environment that supports higher education students affected by trauma.
• Implementation Guide• E-Learning Modules on
Trauma and Trauma-Sensitive Care
• Planning and Policy Guide• Training in Trauma-Sensitive
Encounters (script)• Handouts and Checklists
Contents
https://safesupportivelearning.ed.gov/Trauma-Sensitive-Campus-Health-Centers