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This training series provides education on the fundamentals of trauma and how it emerges within our public schools. It will provide tools and perspectives on the complexities of becoming a trauma-informed school environment and will explore the logistical components of implementing best-practices on a systems-level for trauma-informed supports and protocols.
Learning Objectives:
Learn what trauma is, what it looks like, and how to respond
Features child exploitation information, resources, and guidance from government agencies and non-profit organizations, and outlines ways K-12 school communities can help identify, prevent, and respond to the victimization of students.
Provides actionable strategies on building positive relationships and resilience with youth, responding to youth suicide, understanding youth behaviors, and employing trauma-informed practices.
Describes sample characteristics and findings from a randomized controlled trial that examined the outcomes of Positive Action, a schoolwide program that combines a classroom curriculum with schoolwide activities to promote a positive school climate.
The Central East MHTTC in collaboration with the National Center for School Mental Health is offering a school mental health webinar series with a focus on advancing high quality, sustainable school mental health from a multi-tiered system of support, trauma sensitive, and culturally responsive and equitable lens.
Objectives:
Gain increased awareness of school well-being within a multi-tiered system of school mental health supports and servi
The National Center for School Mental Health, a technical assistance and training center with a focus on advancing research, points out connections between pandemic-related impacts for students' mental health and increases in behavioral outbursts, aggression, and fights.
The Virginia General Assembly is considering legislation that would require tailored and age-appropriate mental health courses in all public schools by the start of the 2024-2025 school year.
U.S. Secretary of Education Miguel Cardona discussed school mental health with Nebraska educators and psychologists, including limited funding in rural communities and access to federal grants.
Chronic absence–which includes absences that are excused, unexcused, or due to suspensions–is a leading indicator of inequity. When chronic absence occurs, it is a sign of challenges inside and outside schools (e.g.
The U.S. Department of Education’s Center for Faith-based and Neighborhood Partnerships is holding a virtual event series on religious literacy to support greater understanding and inclusion of America’s religious diversity. The series is aimed at supporting public PreK-12 schools with strategies for welcoming, accommodating, and fostering inclusive learning environments for students of diverse religious and nonreligious backgrounds.