How to boost wellness for high school students during distance learning
Spring 2020 school closures left teachers and district officials scrambling to restructure their classrooms with as few disruptions as possible. High school teachers faced the difficult task of trying to preserve their students’ motivation to finish strong and stay on track to graduate, despite the looming anxiety and uncertainty that ...
Continue reading →A lifeline of support: Arkansas’s innovative program to help early childhood educators support young children
Teaching preschool is simultaneously joyous and challenging. Students differ widely in their temperaments and their experience sharing space and resources with peers. Although many children adapt quickly to a group care environment, for others it can be challenging. Some early educators can access related professional development or external specialists that ...
Continue reading →5 things educators can do virtually to support students experiencing trauma
In the context of the COVID-19 pandemic, we adapted strategies from the “Common
trauma symptoms in students and helpful strategies for educators” handout to help educators address student’s
social-emotional and mental health needs associated with
trauma in virtual settings.
Continue reading →Maintaining wellness in crisis: Boosting children’s emotional health
Measures taken to address the spread of COVID-19, from precautionary social distancing to shelter-in-place orders, have dramatically impacted children and their families. In addition to navigating their own
stress during a period of uncertainty and change, parents are faced with addressing the questions and concerns of their children, many of ...
Continue reading →Clinicians’ perspectives on implementing evidence-based practices
Dr. Michelle Woodbridge (who has been studying prevention and intervention programs related to school-based mental health for more than 25 years) describes school-based clinicians’ perspectives on how using research-supported
trauma-informed intervention programs in schools created meaningful, sustainable changes in practice. This video was produced by the 3C Institute.
Helpful resources on cognitive ...
Continue reading →How schools can get started with Positive Behavior Supports
Dr. Carl Sumi, an expert in student behavioral research and interventions discusses positive behavior interventions and supports. This video was produced by the 3C Institute.
Additional resources on cognitive behavior interventions can be found on the
Cognitive Behavioral Intervention for
Trauma in Schools (CBITS) program website. Resources for
trauma-informed schools can be ...
Continue reading →Why Positive Behavior Supports is a good fit for Trauma Informed Schools
In this video, Dr. Carl Sumi, an expert in student behavioral research and interventions, discusses the intersection between PBS and
trauma informed schools. School-wide Positive Behavior Supports is a framework for operating schools and changing social culture and supporting all students. This video was produced by the 3C Institute.
Additional resources ...
Continue reading →How to incorporate social-emotional learning into instruction
Three-minute animated video with tips for classroom teachers.
Content adapted from our blog post, How can we incorporate mental health education into schools? Consider the 5 T’s.
Continue reading →Strategies for bringing an equity lens to SEL
Social-emotional learning (SEL) programs are more likely to be successful with all students when they are grounded in strategies that promote equity. Equity means ‘leveling the playing field’ and creating a culture where all students feel fully included, respected, represented, and valued. Here are a few strategies that start in ...
Continue reading →Criteria for selecting a social-emotional program
Standalone SEL programs or curricula build students’
social-emotional skills separately from main instructional time. To implement standalone SEL programs, typically teachers or other qualified school staff members, such as counselors or school social workers, receive training in the curriculum and allot time during the school day to teach a series ...
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