Schools Archives - Page 4 of 8 - National Wraparound Initiative (NWI)
Research: Training Teachers to Focus on Positive Behavior Improves Student Outcomes
July 25, 2018 | Emily Taylor
A recent study, Supporting Teachers and Children in Schools (STARS), led by the University of Exeter Medical School and published in Psychological Medicine, evaluated the impact of a teacher training program that focused on relationship building and ignoring “low-level” unwanted behavior. Based on evaluation of survey responses from teachers, parents and students, the researchers measured improved mental health, behavior and concentration among students.
RWJF Issue Brief: Applying an Equity Lens to Social, Emotional, and Academic Development
July 20, 2018 | Emily Taylor
A new issue brief from the Robert Wood Johnson Foundation, “Applying an Equity Lens to Social, Emotional, and Academic Development,” addresses the need for grounding Social Emotional Learning (SEL) programs in a larger context of equity and justice efforts within public education. The brief outlines the barriers that may prevent students of color and other and other marginalized youth from developing social and emotional competencies, and several initiatives that can help. The authors also include recommendations for research, policy and practice.
Preventing Youth Suicide: Tips for Parents & Educators
June 21, 2018 | Emily Taylor
The National Association of School Psychologists (NASP) has a tip sheet designed to help parents and educators recognize suicide risk factors and warning signs. The tip sheet outlines recommended immediate actions to take to keep youth safe, if these risk factors or warning signs are observed. Links to additional resources are also provided.
School-Based Mental Health Centers Play Vital Role For Hispanic And Black Students
June 13, 2018 | Emily Taylor
This recent article highlights the impact of the 120 school-based health centers in Connecticut. According to recent research, Hispanic and black students may continue with school-based counseling longer than with providers in the community. In addition to one-on-one counseling, some Connecticut schools also offer group therapy as part of the Cognitive Behavioral Intervention for Trauma in Schools program. In the state, this 10-session group therapy program 70 percent of participants are typically Hispanic, and 20 percent black participants, and roughly 50 percent of participants are males.
New Brief: Preparing for Effective SEL Implementation
May 30, 2018 | Emily Taylor
Part of a series commissioned by the Wallace Foundation, this brief written by members of the Harvard Graduate School of Education’s EASEL Lab, provides information on effective implementation of Social and Emotional Learning (SEL) programs. It describes the common features of the most effective SEL programs based on research findings, and provides specific implementation guidelines for schools and other organizations to consider when planning the introduction of a new SEL program.
Research: School-Based Mental Health Services Effective
May 14, 2018 | Emily Taylor
A study published recently in Journal of American Academy of Child & Adolescent Psychiatry found that school-based mental health services delivered by teachers and staff can significantly reduce mental health problems in elementary-aged children. The researchers reviewed 43 studies involving nearly 50,000 children who had received school-based mental health services. One of the methods the research showed to be especially effective is blending behavioral and mental health services into classroom instruction.
Read more about the research study on school-based mental health services»
Resource for Schools: After a Suicide
April 24, 2018 | Emily Taylor
The Suicide Prevention Resource Center (SPRC) has published the 2nd edition of its After a Suicide: A Toolkit for Schools to assist middle and high schools in implementing a coordinated response to the suicide death of a student. The toolkit was developed in collaboration with the American Foundation for Suicide Prevention and in consultation with national experts, including school-based administrators and staff, clinicians, researchers, and crisis response professionals. It is designed primarily for administrators and staff but can also be useful for parents and communities.
New CHDI Report on Mid-Level Development Assessment
January 22, 2018 | Emily Taylor
The Child Health and Development Institute (CHDI) has published a new report on the use of Mid-level Development Assessment (MLDA) to identify mild to moderate behavioral and developmental concerns in children younger than 6. This assessment tool is intended to ensure that children who don’t meet the criteria for pubicly funded interventions are still connected to services to address their needs.
Read the announcement about the report»
Access the full report»
Transitioning Back to School and After-school Programs After a Mental Health Crisis
January 12, 2018 | Emily Taylor
In a post on Youthtoday.org, Kamala Joy, program manager for family and youth at Via Hope in Austin, Texas, offers recommendations for supporting positive re-entry for youth transitioning back to school following an extended absence for mental health treatment. As an example, she describes Bridge for Resilient Youth in Transition (BRYT), an approach used in Massachusetts. BRYT includes meeting with the student, parents, student’s psychologist along with the school nurse and and a school administrator to plan and prepare for the transition and support the student during and after the transition.
Why foster care students in Seattle are beating the odds
January 4, 2018 | Emily Taylor
NPR recently profiled the success of Treehouse, a nonprofit dedicated to improving lives of foster youth, in their efforts to increase high school graduation rates. In 2010, the high school graduation rate for youth in foster care in Seattle and King County, Washington was 36 percent. In 2012, Treehouse started assigning “education specialists” who work with students to support them in identifying and reaching their goals. Last year, 89 percent of the eligible students in the Treehouse program graduated within five years.