School-community partnerships refer to partnerships between schools and other community resources by integrating academics and community involvement to foster the learning and well-being of youth and their families.
“Youth Crisis Line. How can I help you?” Experiences of a crisis line youth volunteer
Isabella, a mental health youth advocate and high school senior, recently connected with our SRI team to share her experiences and learn more about our collective work to engage and assist youth in mental health services and research.
Continue reading →Supporting Digital Well-Being Through Media Literacy: What We Learned from a Study of Agents of Influence
Digital media and technology are woven into many parts of students’ lives, both in and out of school. Young people use digital tools to learn, express themselves, seek information, and participate in online communities. As a result, students bring their digital habits and interactions into the classroom every day.
Continue reading →Understanding Stress vs. Trauma
This resource from the National Child Traumatic Stress Network (NCTSN) highlights the differences between stress and trauma by providing examples that might lead to each.
Continue reading →What is Child Trauma? (¿Qué es el trauma infantil?)
This resource from the National Child Traumatic Stress Network (NCTSN), available in both English and Spanish, provides examples of experiences that may lead to acute, chronic, and complex trauma in children.
Continue reading →The Importance of School Leadership in Promoting Educator and Student Well-Being
Although the global COVID-19 pandemic has passed, its impact on schools continues to shape how educators think about preparedness, leadership, and well-being.
Continue reading →First things first: How teacher change lays the foundation for student success
“Does this actually work?” This is the question school leaders ask when considering new intervention options. School leaders are tasked with choosing what is best for their students and their educators, often under pressure to show quick and measurable results.
Continue reading →Exploring the Costs of Implementing a Targeted Behavior Intervention in Publicly Funded Preschools
BEST in CLASS (Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success) is an evidence-based Tier 2 intervention that supports preschool teachers in preventing and addressing challenging behaviors through teacher training and Practice-Based Coaching (PBC).
Continue reading →Effectiveness Evaluation of a Classroom Management Program Implemented with Enhanced Coaching and Implementation Supports
Class-Wide FIT (CW-FIT) is an evidence-based classroom management program that has been proven to increase student engagement while reducing problem behavior in elementary, middle school, and special education classrooms.
Continue reading →Effective Practices to Support Young Children: Insights from a Multi-State Evaluation of BEST in CLASS
BEST in CLASS is a Tier 2 evidence-based intervention for young children with persistent and intensive challenging behaviors. It is designed to enhance and support teachers’ use of effective instructional practices that help prevent children’s challenging behaviors and support learning.
Continue reading →Showing Up with Care: Using a Trauma-Informed Approach to Support Students Through Challenging Times
When the world around us feels unsettled, demonstrating compassion and intentionality in our interactions matters more than ever.
Continue reading →
