CASEL defines social-emotional learning (SEL) as “…the process through which young people and adults acquire and apply the knowledge, skills, and attitudes that help us to understand ourselves, connect with others, achieve our goals and support our communities”.
The Office of the U.S. Surgeon General released a general advisory report in May 2023 on public health concerns related to youth’s use of social media. This report on Social Media and Youth Mental Health includes research on the positive and negative impacts of social media use on youth health and well-being. Read about what policymakers, technology companies, parents and caregivers, youth, and researchers can do to create safer and healthier online environments for children.
The Center for Wellbeing in School Environments (WISE) works with Washington DC school communities to reduce mental health and educational disparities.
This free online course provides educators with information on implementing trauma-sensitive strategies in the school setting. Courses focus on understanding trauma, creating a trauma-informed school environment, and much more.
We highlight strategies educators can use to reduce implicit bias when responding to challenging behaviors, which is one of the five key components to reduce disproportionality in school discipline when implementing a PBIS approach.
Using Multi-tiered Systems of Support to Address Students’ Mental Health: An Evidence-Based Approach
This REL Northeast & Islands webinar provides an overview of MTSS, a three-tiered framework of classroom-based and schoolwide interventions that many districts and schools use to meet the academic and/or social-emotional needs of students.
The well-established connection between positive school climate and student success means that educators need to know how the climate at their school is faring. This information is particularly important now, after the prolonged disruptions in schooling from the COVID-19 pandemic. Getting and using feedback from students themselves about their school experiences is key to understanding school climate. But how do school and district leaders know which measures to use?
Since 2019, we’ve not only engaged with educators, community members, and mental health service providers to co-author blogs about their challenges and accomplishments on the ground, but we also compiled helpful resources from our colleagues to promote collective work in the field and across the country.
In the coming weeks, TLPI will share a series of blog posts highlighting key take-aways that we have heard from discussions with trauma-sensitive school leaders as they reflect on how utilizing the trauma lens guides them in their response to the ongoing challenges.
In a recent descriptive study of high school students who are multilingual learners (MLs) with disabilities, SRI researchers found that these students attribute fewer self-determination behaviors to themselves than MLs without disabilities or students who are not MLs.