Schools Archives - Page 2 of 8 - National Wraparound Initiative (NWI)
Winning Youth Essays on Mental Health
October 24, 2022 | NWI
The National Institutes of Health (NIH) announces 15 awardees for the 2022 Speaking Up about Mental Health! This Is My Story Essay Contest. The contest seeks to start conversations about mental health and encourage young people to access help for mental health issues. Read the winning essays now!
Loneliness Damages Children’s Mental Health and Their Grades
April 4, 2022 | NWI
Children who feel lonely are more likely to leave school with worse grades than classmates who never experience loneliness. Even a temporary bout of loneliness at age 12 puts children at risk of worse qualifications when they leave school up to six years later, according to a new study.
Practical Guide for Selecting Social-Emotional Learning Programs
November 14, 2021 | NWI
This updated and expanded guide to evidence-based SEL programs offers detailed information on 33 pre-K through elementary school programs, encompassing curricular content and program highlights. Practitioners from schools, early childhood education (ECE) providers and out-of-school time (OST) can use this resource to look “inside and across” programs to better understand program content and assess program fit with their district or community needs.
Resources for Talking to Students About Racism and Police Killings
May 9, 2021 | NWI
To help educators think about how to discuss cases of racism, race-related violence, and police brutality and how to support Black students and other students of color who may be distraught by what they read and see in the media, Education Week has compiled some resources from its archives and elsewhere.
As schools reopen, addressing COVID-19-related trauma and mental health issues will take more than mental health services
August 3, 2020 | Maria Hermsen-Kritz
This article recommends a comprehensive approach to addressing the mental health impacts of Covid-19 in children as they return to school, either in person or via distance learning.
Read more here»
Youth who understand mental illness more likely to ask for help later
May 28, 2020 | Maria Hermsen-Kritz
A new study looked at how education on mental health and stigma impacts the likelihood of young people seeking help for mental illness.
Read more here»
With Senior Year In Disarray, Teens And Young Adults Feel Lost. Here’s How To Help
April 20, 2020 | Maria Hermsen-Kritz
Tips and guidance from child-serving mental health professionals on how to support young people dealing with grief and disappointment due to missing developmental milestones, such as prom and graduation, during the coronavirus pandemic.
Read/listen here»
Mental health experts race to help children cope with stay-at-home life amid coronavirus closures
April 10, 2020 | Maria Hermsen-Kritz
How providers are responding to the difficulties posed by Coronavirus-related closures and adapting their interventions to new virtual platforms, and tackling the associated challenges
Read more here»
Tools to Measure Progress in Implementing Trauma-Informed Approach
October 17, 2019 | Emily Taylor
The Child Health and Development Institute of Connecticut, Inc. (CHDI) has published “Issue Brief 72: Are We Trauma-Informed? Tools to Measure Progress in a Program, School, or Organization,” which summarizes results of a research review they, along with the Yale School of Medicine, and the Medical University of South Carolina, did of 49 surveys evaluating trauma-informed approach. The reviewers identified four assessment tools as the most promising for evaluating an organization’s progress in implementing a trauma-informed approach.
Read the issue brief on evaluation of trauma-informed approaches»
Research: Team-Based Activities Beneficial for Children’s Mental Health
August 28, 2019 | Emily Taylor
A recent study published in the Journal of Youth and Adolescence looked at the benefits of different kinds of extracurricular activities on the mental health of children in grades 4 and 7. The results indicate that team-based activities had more benefits than individual activities. The researchers attribute the difference to a stronger sense of peer belonging.