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