# data[].attributes.headline
Module 3: Setting Expectations and Recognizing Positive Behviors

# data[].attributes.subject
Module 3: Setting Expectations and Recognizing Positive Behviors

# data[].attributes.headline
PUSD: Module 1-16 Proactive Strategies-March 2022

# data[].attributes.subject
PUSD: Module 1-16 Proactive Strategies-March 2022

# data[].attributes.body
This is the first training module in a new series that will include Behavior RtI and effective strategies that schools can use to address student behavior. The 16 Proactive Classroom Management Strategies are tried and true, researched-based strategies that all teachers can use to help prevent problem student behaviors and create positive classroom environments.

# data[].attributes.attachment_link.title
Behavior RtI Module 1_ Proactive Classroom Management Strategies w_ Audio-March 2022

# data[].attributes.attachment_link.readable_text
On March 10, 2023, we will come together to showcase SEL in our communities, promote SEL to our personal and professional networks, advocate SEL with our policymakers, and support SEL in our schools, organizations, and communities. This year we will focus on Uplifting Hearts, Connecting Minds.

NEW THIS YEAR: Attend our SEL Day Summit-your registration includes access to our free all-day, online event showcasing SEL best practices from states across the U.S. and countries around the globe.

We welcome all individuals and organizations to join us as partners in spreading the word about what SEL is and why it's so critical.

# data[].attributes.attachment_link.description
On March 10, 2023, we will come together to showcase SEL in our communities, promote SEL to our personal and professional networks, advocate SEL with our policymakers, and support SEL in our schools, organizations, and communities. This year we will focus on Uplifting Hearts, Connecting Minds.

# data[].attributes.attachment_link.provider_name
The Family Engagement Collaborative of the Miami Valley Region

# data[].attributes.attachment_link.readable_text
Why Your Self-Care is More Important than Your To-Do List

​ How Self Compassion Can Help Prevent Teacher
Burnout

7 Self-Care Strategies For Teachers

30 Ways to Bring More Mindfulness and Self-Care to Your Classroom

WEBSITES

Happy Teacher Revolution ​

TEDTALKS

​ Why We All Need to Practice Emotional First Aid ​

How to Make Stress Your Friend ​

How to Gain Control of Your Free Time ​

# data[].attributes.attachment_link.description
Why Your Self-Care is More Important than Your To-Do List

# data[].attributes.headline
50 Resources to Support the Mental Health of Teachers and School Staff

# data[].attributes.subject
50 Resources to Support the Mental Health of Teachers and School Staff

# data[].attributes.attachment_link.title
50 Resources to Support the Mental Health of Teachers and School Staff

# data[].attributes.attachment_link.description
K-12 teachers are busy supporting others and may overlook their own well being. We collected mental health resources for teachers and school staff.

# data[].attributes.attachment_link.description
If you’re feeling tired and disengaged, there’s a good chance it’s related to trauma, secondary traumatic stress, and/or “battle fatigue.”

# data[].attributes.attachment_link.readable_text
The Comprehensive Center Network (CCNetwork) features 20 federally funded Technical Assistance Centers - the National Comprehensive Center and 19 Regional Comprehensive Centers. The Centers address pressing educational needs around the country in collaboration with:

State, jurisdiction, district, and local leaders

The U.S. Department of Education

National organizations

Community partners

Each of these Centers offers no-cost services and products to support capacity-building in state and local education agencies.

# data[].attributes.attachment_link.title
Welcome to Comprehensive Center Network | Comprehensive Center Network

# data[].attributes.attachment_link.description
The Comprehensive Center Network (CCNetwork) features 20 federally funded Technical Assistance Centers - the National Comprehensive Center and 19 Regional Comprehensive Centers. The Centers address pressing educational needs around the country in collaboration with: State, jurisdiction, district, and local leaders The U.S.

# data[].attributes.headline
The Toolkit Before the Toolkit: Centering Adaptive and Relational Elements of Restorative Practices for Implementation Success

# data[].attributes.subject
The Toolkit Before the Toolkit: Centering Adaptive and Relational Elements of Restorative Practices for Implementation Success

# data[].attributes.headline
Stories of Well-Being, Connection, and Equity in Schools

# data[].attributes.subject
Stories of Well-Being, Connection, and Equity in Schools

# data[].attributes.attachment_link.readable_text
A welcome video from our team to yours

Across the country, teachers and leaders value well-being, connection, and equity and see it as foundational to their school communities. However, many struggle with how to provide these for students, staff, and families.

To help educators equitably serve the whole-person needs of their communities, WestEd created this audio gallery. Each audiocast shares a story from an American public school or district, describing its innovative, evidence-based approach to this work. Each audiocast is paired with a brief that summarizes the story and offers related resources. The series also includes a companion implementation guide that will help you adapt these practices for your own school.

Implementation guide

Use the implementation guide to support your team's engagement with the audio gallery

# data[].attributes.attachment_link.description
A welcome video from our team to yours Across the country, teachers and leaders value well-being, connection, and equity and see it as foundational to their school communities. However, many struggle with how to provide these for students, staff, and families. To help educators equitably serve the whole-person needs of their communities, WestEd created this audio gallery.

# data[].attributes.attachment_link.description
Please login to access the Great Kindness Challenge tools.

# data[].attributes.attachment_link.readable_text
Social & Emotional Learning (SEL)

These social and emotional learning strategies won't take a lot of time, but they can have a big impact on middle and high school students.

How do you feel about the phrase soft skills? For me (and for many), skills such as critical thinking, empathy, creativity, and teamwork are not soft skills. These are essential skills or center skills. Decision-making, self-awareness, and self-regulation are at the center of learning and life. We need to start with, build from, and embed social and emotional learning (SEL) into safe, equitable, empowering learning experiences for all students.

Regardless of your teaching and learning situation (fully online, hybrid, or in person), we know that the intentional and explicit weaving of SEL into the fabric of our everyday learning and life is critical. Below are three SEL signature practices from the Collaborative for Academic, Social, and Emotional Learning (CASEL) that we need to bring in whenever we come together as a community of learners. Included are examples that are simple, portable, and customizable. Consider your scenario as well as the needs and size of your group when deciding whether to take turns sharing out loud, use the chat, or break into small groups or pairs.

Use opening check-ins to give students an opportunity to identify their emotions (self-awareness). We can provide scaffolding by using tools such as Zones of Regulation or the Mood Meter. We can also use images and word banks to help build vocabulary.

Have a kindness conversation asking everyone to share an act of kindness they have given or received recently (social awareness).

Inspired by Brené Brown, permission slips help us set our intention and focus. Share examples such as, "I give myself permission to make a mistake and try again." Then ask students to create their own permission slip (self-management).

3 SEL Practices for Every Day

Cocreate shared expectations ahead of time for collaborative work, and revisit regularly to ensure that everyone's needs are being met (relationship skills, responsible decision-making, social awareness).

Design for inquiry with voice and choice to provide opportunities for learners to construct meaning through communication and collaboration with their peers. Using an approach like Discover, Discuss, Demonstrate gives learners opportunities to explore content before direct instruction (relationship skills, responsible decision making, self management).

Incorporate movement breaks to refresh and reset the brain. These brain breaks could be a stretch or a mindful breathing practice. Depending on what suits the situation, the break could be to calm or to energize (self-management).

1. Welcoming or inclusion activities. Rather than jumping right into instruction, starting with brief routines and rituals provides us with interactive experiences that give everyone a voice and connects the community of learners. A few examples:

2. Engaging strategies. There are many SEL opportunities throughout learning experiences where learners are naturally engaged both individually and with their peers. As educators, we often use engaging strategies like breakout rooms/small group discussions, wait time, brain breaks, jigsaw, etc. However, we still need to be explicit with SEL. A few examples:

We can reflect doing a closing check-in on emotions by simply asking something like, "Which one to two words sum up your feelings about our time together?" (self-awareness).

Another way to reflect is through a gratitude practice (social awareness). Ask learners to acknowledge something or someone that they are thankful for. Guide them to think deeply and name the feelings they are experiencing (self-awareness).

The goal of looking ahead is to get us excited moving forward, and it is also an opportunity to hold ourselves accountable through goal setting and organization. Use a planner and/or set a reminder to execute next steps. You could even use a service like FutureMe.org to send your future self a reminder of long-term goals (self-management).

As we plan to use engaging strategies, activities, and protocols, we need to offer both interactive and reflective options. It is also important to make time to debrief these experiences, allowing us to identify and connect what we are doing to SEL competencies and specific skills. Notice that so much of this is also aligned with Universal Design for Learning (UDL).

3. Optimistic closure. The name of this practice often leads to the misconception that we need to end on a happy note. The reality is that what is most important about this practice is the intentional and authentic reflection and understanding of the learning experience. This allows us to both collectively and individually appreciate what we have accomplished and anticipate what comes next. A few examples:

These are just a few ways to implement the three signature practices, and additional examples are available here. The reality is, there are countless ways to use these practices. Collaborate with your learners and your peers to adapt and create practices to meet the specific goals and needs of your community. Your team can even use the "Getting It Down PATT!"-Purpose, Alignment, Transparency, Target (created by Micaela Gerardin-Frey) as a tool to thoughtfully select, adapt, and prepare strategies, activities, and protocols.

Emotions matter, and the research on how emotions impact learning is clear. But it isn't just about accepting SEL's necessity as a means to increased academic performance. Using the three signature practices as part of a systemic SEL approach allows us to create safe, equitable, empowering learning experiences for all, kids and adults.

# data[].attributes.attachment_link.title
3 SEL Practices Teachers Can Use Every Day

# data[].attributes.attachment_link.description
These social and emotional learning strategies won't take a lot of time, but they can have a big impact on middle and high school students.

# data[].attributes.attachment_link.readable_text
Children learn best when they feel connected to their teachers. Rita Pierson, an educator, says in her

"Kids don't learn from people they don't like."

When kids feel that their teacher cares for them and wants them to succeed, they work harder, pay better attention, and persist through challenges. If the opposite occurs, students shut down, are unwilling to try, give up easily, and do only the bare minimum.

When kids talk about teachers that they love it usually revolves around one thing: connection. As I watch my own kids go through school I've noticed that the teachers they adore connect with them. Adversely, the ones they can't wait to leave, don't. My oldest daughter, in particular, had two teachers who were very similar. Both had high standards and were very strict. They both required a lot out of their students. When she left the class of the first teacher, she cried. With the second teacher, she celebrated. So what was the difference? In her mind, she perceived that the first teacher liked her and the second did not. It all boiled down to their connection.

From the first day to the last, try a variety of approaches and try to connect with each and every student.

Hit the Ground Running

Start Out Right: Don't jump right into content delivery the first few days of school. During those first few weeks, focus on developing a rapport with students, establishing routines and procedures, and creating a classroom community. You may be thinking, "But, I have so much curriculum to get through and only a small window of time to do it!" While true, but time invested upfront into community building and getting to know your students will result in greater gains in the long run.

Get to Know Each Other: Spend some time getting to know your students and also helping them to get to know you. It is important for your students to see you as a normal person (though they still might freak out if they see you at the grocery store). Share your interests, your family, your likes and dislikes with your students.

Highlight Students: For older or more advanced students, have them make a PowerPoint about themselves (start by showing one about you!). For younger students, ask them to bring three items or three pictures that tell about themselves and present them to the class. Highlight a few students each day until you've heard from them all. Better yet, use these photos for your Circles® Graph and explore each student's world of Circles®.

Show and Tell: This is a classic in the world of education, and for good reason. It can be adapted for different subject matter and content, but having kids bring something of their choosing from home gives you great insight into their lives.

Try Different Methods Throughout the Year

Journaling: Give students the opportunity to journal and to share it with you. Sadly, as a teacher, you're pulled in so many different directions that one-on-one conversations with students are rare. Journaling helps bridge that gap. Students can write about themselves and what is going on in their lives and you can write back. Keep in mind that this is not a grammar or spelling exercise, so resist the temptation to correct them. This is a chance for kids to share with you. Many kids will feel safe opening up through writing when they might not in any other way.

Class Meetings: At the beginning of school, incorporate class games and discussions about what kids want to learn. Ask them to tell you what they like and don't like about school. Establish procedures for how these meetings will run. For example, have a ball or stuffed animal that kids hold when it is their turn to talk, and give everyone a chance to share. Then as the year progresses you can hold these meetings to discuss important topics, check in with students and solve classroom problems.

Get Your Students' Input: What do they want to learn this year? What do they like or hate about school? What do they wish would be different about this year vs last year? Are there any social or work-related skills they want to learn?

Of course, some things you can't change (like the lunch menu) but just letting them feel heard is a great chance for connection.

Persist with Hard-to-like Children: Although you may feel that you are expected to be superhuman, teachers are all still human. Part of human nature is that you will easily click with some students, but with others, it may take some time. In every class, you will have at least one child that is more difficult for you to like. Don't feel guilty, again this is a sign of your humanity! However, don't give up. Keep trying to connect with that student. Some students could be struggling with anxiety or have faced trauma and your support could help them quite a bit.

Establishing Connections is Worth the Extra Effort

Connecting with our students is an absolutely vital part of the work we do as teachers. Most of us went into education hoping to change the lives of our students for good, and a connection is the way we do that. Slow down and focus on connecting with your students as this new school year starts to set your classroom up for success.
By: Amy Curletto Amy has been teaching for 12 years in grades K-2. She has a bachelor's degree in Early Childhood and Elementary Education and also has endorsements in reading and ESL. Besides education, her other passion is writing and she has always dreamed of being a writer. She lives in Utah with her husband, her 3 daughters, and her miniature schnauzer. She enjoys reading, knitting, and camping.

# data[].attributes.attachment_link.title
8 Steps to Establishing Positive Connections With Your Students

# data[].attributes.attachment_link.description
Children learn best when they feel connected to their teachers. Rita Pierson, an educator, says in her "Kids don't learn from people they don't like." When kids feel that their teacher cares for them and wants them to succeed, they work harder, pay better attention, and persist through challenges.

# data[].attributes.headline
Building Relaptionship with English Lamguage Learners

# data[].attributes.subject
Building Relaptionship with English Lamguage Learners

# data[].attributes.headline
Supporting Newcomers and overcoming Trauma.

# data[].attributes.subject
Supporting Newcomers and overcoming Trauma.

# data[].attributes.attachment_link.provider_name
Ellevation: EL Program Management Tools for K-12

# data[].attributes.attachment_link.readable_text
The unfortunate reality facing many newcomers in our classrooms is that they have experienced some form of trauma. Whether it is a result of violence or unrest in their home countries, dangerous journeys to reach the US, and/or emotional distress that migrant families often experience after reaching their destination, this trauma is likely to show up in the classroom.

Educators can help support their students by seeking out resources that provide insight into what migrant children may have experienced and what they need to thrive at school. Dr. José Luis Zelaya is well-versed in all of these issues - both personally and professionally. He fled Honduras at age 13 as an unaccompanied minor and ultimately excelled in academia and urban education studies in the United States. We had a chance to interview him on a recent episode of the Highest Aspirations podcast.

During our conversation, Dr. Zelaya shared his personal experiences growing up in San Pedro Sula, Honduras (known for being one of the most violent cities in the world), his difficulties adjusting to the US classroom environment, his identity as an English learner and a Dreamer and how those labels impacted his academic and professional journey, and more.

We encourage you to listen to the full interview here or wherever you get your podcasts. In the meantime, here are a few key takeaways from our conversation.

Trauma often limits childrens' ability to communicate and express themselves.

Dr. Zelaya explains the difficult transition many migrant students face: when children have internalized that they don't deserve to be educated and experience violence regularly at school, it can be difficult to accept adults who are willing to help them and keep them safe. This is why it is so important for educators to get to know their students and learn about their lived experiences.

Author and educational consultant Dr. Edith Treviño provides some great strategies that teachers can use for meeting newcomers where they are in this recent interview.

Educators can empower newcomers to share their stories and experiences.

It is important that educators acknowledge that there is often a disconnect between themselves and their newcomers. As such, they may not be capable of fully understanding the experiences of a migrant child if they have not lived this first-hand. Educators should hold space for these students to use their voices when they feel comfortable. Rather than put unfair expectations on how students should be or act, they should allow them to share their own identities and experiences whenever possible.

Donna Neary, an ESL teacher and project-based learning expert, has accomplished this with newcomers in danger of not graduating on time through community partnerships and engaging curriculum that encourage students to bring their experiences into the classroom.

Finding a community with those who share key parts of your identity can be an enormous source of support.

As Dr. Zelaya moved through the levels of academia, he struggled to feel that he belonged when so few people looked like him or had similar backgrounds. It was through building community with other English learners who had shared experiences that he found that voices from those systems of support could speak louder than his imposter syndrome. While these colleagues had much in common, they came from different backgrounds and in many cases spoke different languages.

For actionable ideas on how to create communities with diverse newcomers and their families, check out our interview with Julie Allen, CEO of International Community School in Clarkston, GA.

During our conversation we mentioned the following books and resources:
Dr. Zelaya is a Dreamer born in San Pedro Sula, Honduras. He is a graduate of Texas A&M University Department of Education and the CEO of Dr. Zelaya Educational Consulting LLC. At Texas A&M, Dr. Zelaya pursued a bachelor's in interdisciplinary studies, a master's in education in Curriculum and Instructions, and a Doctorate in Urban Education.
To get access to strategies and resources from experts in multilingual education, join the thousands of educators in our ELL Community - it's free!

# data[].attributes.attachment_link.title
Overcoming Trauma with Dr. José Luis Zelaya

# data[].attributes.attachment_link.description
The unfortunate reality facing many newcomers in our classrooms is that they have experienced some form of trauma. Whether it is a result of violence or unrest in their home countries, dangerous journeys to reach the US, and/or emotional distress that migrant families often experience after reaching their destination, this trauma is likely to show up in the classroom.

# data[].attributes.attachment_link.title
Connect Engage & Inspire Through Student Engagement

# data[].attributes.attachment_link.title
Connect, Engage and Inspire Through Strength Based Binders 

# data[].attributes.headline
CASEL 3.1 Build adult-student and peer relationships

# data[].attributes.subject
CASEL 3.1 Build adult-student and peer relationships

# data[].attributes.attachment_link.readable_text
At the start of this unprecedented school year, schools faced the layered impact of schools closures, COVID-19, and racial inequities amplified by nationwide mobilization for racial justice. To aid in the transition, CASEL collaborated with more than 40 partners to illuminate a way forward through Reunite, Renew, Thrive: SEL Roadmap for Reopening School (July 2020), centered on relationships and built on the existing strengths of a school community.

Refocus on the SEL Roadmap Brief (Jan. 2021)
Back to top
As we enter the second half of the year, we offer three strategies adapted from the SEL Roadmap to re-examine efforts for a successful second semester. Download the Refocus on the SEL Roadmap: Actions for a Successful Second Semester.

Partner with staff, students, families, and communities to examine data from the first semester.

Refocus on adults.

Maintain supportive learning environments and promote students' SEL.

How to Use the SEL Roadmap
Back to top
The SEL Roadmap is designed to support school leaders and leadership teams in planning for the transition back to schools, in whatever form that takes. While this guidance is written for schools, states and districts will also play critical roles.

There are four SEL Critical Practices, each with 3-5 activities. Within each activity, users are guided through Essential Questions, Actions to Prepare & Implement, and Tools to Support the Actions. You'll also find Guidance to Sustain the Work. Critical Practices include:

1. Take time to cultivate and deepen relationships, build partnerships, and plan for SEL.

2. Design opportunities where adults can connect, heal, and build their capacity to support students.

3. Create safe, supportive, and equitable learning environments that promote all students' social and emotional development.

4. Use data as an opportunity to share power, deepen relationships, and continuously improve support for students, families, and staff.

Use the download organizer to preview the SEL Roadmap, prioritize activities, and prepare to dive into the full document with your team.

Back to top

# data[].attributes.attachment_link.description
At the start of this unprecedented school year, schools faced the layered impact of schools closures, COVID-19, and racial inequities amplified by nationwide mobilization for racial justice. To aid in the transition, CASEL collaborated with more than 40 partners to illuminate a way forward through Reunite, Renew, Thrive: SEL Roadmap for Reopening School (July 2020), centered on relationships and built on the existing strengths of a school community.

# data[].attributes.headline
Virtual Learning: 33 Ways to Build Relationships

# data[].attributes.subject
Virtual Learning: 33 Ways to Build Relationships

# data[].attributes.attachment_link.readable_text
Relationships matter. We know this. We've always known this.

In fact, it's the exact reason many of us chose education as a profession. We believe in the power of connection in learning and in life. And collectively, we're very, very good at cultivating strong bonds with students.

Since COVID-19 struck, though, it's become a topic that has left many of us scratching our heads. It was hard enough to maintain relationships during emergency virtual learning plans last March. But now, we'll have to build relationships from behind a screen with a brand new crop of kids we've never met face-to-face.

Here's the good news, though. The key components of what makes a good relationship such as respect, trust, and support haven't changed. And, we can still show genuine interest in their interests virtually. We don't have to start from scratch either. Many of the relationship-building strategies we've grown accustomed to implementing face-to-face are transferable (with a little ingenuity).

Will it look the same? No.

Will it feel the same? Maybe not.

Will it be more challenging? Of course.

Relationships likely won't form as organically, so we'll have to be strategic. But, it can be done and done well! Also, because of the limited social interaction our students have had these past six months, many will be craving a connection. In fact, they need it. So, let's capitalize!

Here are 33 adaptable strategies for fostering strong teacher-student relationships in a K-12 virtual environment:

1. Screencastify Your Welcome Message: Pre-record a warm "welcome to class" message as well as a class overview using Screencastify. This tool allows you to record your screen, face, voice, and more. It's a great way to show them how to navigate your virtual classroom.

2. Establish a "Netiquette" Together: Using Padlet, ask students to share ideas of virtual class rules/norms they think are needed to build a successful online community. Group the ideas. Then, facilitate a conversation to guide the formation of your class netiquette. Their voice matters most in this!

3. Morning Meetings: Conduct Responsive Classroom morning meetings for elementary or advisory meetings for secondary to cultivate community while reinforcing social-emotional skills. This article explains how one teacher transitioned his morning meetings to the online environment. All students, regardless of age level, need to feel safe and connected, especially amid a pandemic.

4. Teacher Trait Wish List: What makes a remarkable teacher? Have students use a word cloud generator such as Mentimeter to share one or more traits they hope to discover about you this school year. Use their responses to deepen the dialogue. For example, you might say, "I see many of you wrote respectful. What are some ways I can show you respect?"

5. Student Interest Inventory: Have students (or parents depending on age level) complete a short survey to gather insights about student interests. Google forms work great and will store their responses so you can easily revisit the data as needed throughout the year.

6. Parent Expertise Inventory: Send out a short survey to parents asking them about their interests/areas of expertise. Find ways throughout the year to utilize their talents to support instruction. For example, if you have a parent who's a writer, perhaps they could join a synchronous session or make an asynchronous video to discuss their writing process. This authenticates learning and creates rapport with parents.

7. Virtual Q&A: At the start of the year, host a virtual meeting outside of regular school hours should students/parents have questions that need answering. Record and post it for later review if possible.

8. Mental Health Check-Ins: We want to give students permission to feel and can do this by creating a safe, caring virtual environment. Prompt discussions about the ups and downs of daily life. Be sure to share yours. Students can share their roses/thorns, peaks/pits, highs/lows, etc. Help them name their feelings and expect varied levels of vulnerability. Students will gradually open up over time.

9. EdCamp(ish) Breakout Rooms: Based upon the data you collected on student interests, create several general discussion topics (such as sports or music) and give students 5-10 minutes to share about their interests in small-group breakout rooms using Zoom.

10. Refrigerator Decor: Create and snail mail a card (standard business or postcard size) including a welcome message along with contact information and a headshot for students/parents to easily reference on their fridge. This will be a daily reminder that you are a real person who can be easily contacted.

11. Say Their Name: During synchronous sessions, greet each student every time. We can't stand at the door, but we can acknowledge their presence. A quick, "____ (insert name), I'm glad you're here" ensures every child feels seen.

12. Tell Me Something Good: Start sessions simply by saying, "Tell me something good." Students can say it or type it in the chat box depending on preference. This activity usually gets people smiling and will help you gather insights into their lives.

13. 2×10 Strategy: Struggling with a student? The 2×10 strategy suggests spending two minutes a day for 10 days in a row connecting with them about their interests/life in some way. While engaging for two minutes may not always work in the virtual world, find quick ways to connect such as sending a private message during live video conferencing or writing a personal message along with feedback on a piece of their work. This can be a game changer!

14. Meaningful Mementos: Using Seesaw or Flipgrid, have students show and tell about a personal artifact from their life. This is an eye-opening way for you to learn about students and for them to learn about each other. It also sends the message that you care about their lives and experiences outside of the classroom which supports culturally responsive teaching.

15. Share YOU: Students will let you into their lives if you let them into yours. Share your quirks and imperfections! They want/need to know you're human, and it'll help them feel more comfortable in their own skin while engaging in the virtual world which can be intimidating.

16. Music Playlist: Have students send you their favorite songs (with clean lyrics) and find ways to embed them into synchronous/asynchronous instruction. Think of incorporating them as a soft start/end to class or when transitioning between activities. We may not be able to decorate the walls, but we can use little touches like this to instill a sense of ownership of their classroom.

17. EduBlogging: If you teach reading/writing, have students create their own personal blogs in place of composition writer's notebooks. Let them write about interests and topics of choice often. Edublogs can be easily shared with peers which motivates and builds community, but privacy settings can be adjusted when preferred, too.

18. Pic of the Day: During the first two weeks of school, share a daily picture of yourself taken at a special event, with your family, while on vacation, etc. After students get a read on who you are as a person, start featuring one student pic per the day.

19. Emoji Temperature Check: To gauge the mood of the "room", ask students to quickly draw/hold up or private message you an emoji. Reaction tools can also help you assess the climate of the classroom.

20. Connect Before Correct: Carve out time to call/email parents just to say something positive about their kid. This opens up the line of communication and means so much to students and parents.

21. Virtual Lockers: Have students design a virtual locker to reflect their interests. Make a copy of this template from Inside Education, Outside the Box.

22. The Art of the Handwritten Letter: Send a handwritten letter to a student. This is a lost art (and a time-consuming one), but there's nothing quite like receiving one. Plus, it'll make students feel like you're real.

23. Lunch Bunch: Schedule virtual lunch bunches either "just because" or as an incentive as your schedule allows. Many divisions are prohibiting one-on-one video sessions (and secondary students may not want to do this), so doing them in partnerships or small groups might be more enticing. If you have young children you're juggling, let them join! You can learn a lot about students and vice versa through normal, everyday chit-chat!

24. Class Mascot of the Week: Celebrate pets! Spotlight one per week.

25. Digital Photo Collage: Rather than posting pictures to a "Family Wall" bulletin board, create a digital collage of family/friends. Have each student send you a pic of a loved one and drop them into your Google photos. Then, go to https://photos.google.com/foryou and choose the collage option. Keep it some place that's visible to the students from time to time.

26. Open Mic: Once you've created a sense of community, provide a time/virtual space for students to share special talents. This is a great way to send students off after a synchronous session. Keep in mind, though, not everyone will want a stage, so make it optional.

27. Celebrate Birthdays Their Way: Give students a few options for how they'd like you to celebrate their birthdays. Some may not want to be in the spotlight. Do they want the class to sing "Happy Birthday" to them? Would they prefer an eCard? Could they use a homework pass? Would they like to receive video messages from classmates in FlipGrid? Let them decide!

28. Virtual Spirit Days: Think about special days to host such as Team Tuesday (to celebrate sports). Have students snap pics of their participation and post something about it in a discussion board thread.

29. Brain Breaks: Integrate fun brain breaks into instruction to re-energize and refocus students. GoNoodle offers a variety of movement, yoga, and mindfulness activities for younger students. Secondary students could take a snack break or walk around their block. Let your hair down and join in brain breaks with students, too!

30. Say Hey Emails: Send a quick email/video to each student from time to time just to say hi. Keep it casual and personal (not strictly academic).

31. Gamification: Introduce game-based learning platforms to your students such as Gimkit, Kahoot, or Quizizz using "just for fun" topics such as pop culture trivia. Embed the game within a synchronous session so students can interact while playing. Personalities emerge during a little friendly competition!

32. The Johari Window: Building relationships requires self-awareness. How open are you? This is a good thing to reflect upon especially as we enter this brand new learning space. We also benefit from seeking feedback about ourselves from students to minimize our blind spots. Check out this video on The Johari Window which explains four quadrants to better understand ourselves.

33. Promote Equity: Last but perhaps most critical, cultivate a classroom environment that is inclusive and culturally responsive. Many of our students, especially those who are BIPOC, have been impacted to the core by the recent racial acts of violence. Keep listening, learning, and leaning into tough topics for growth. We can't build relationships with every student unless every student knows we're an ally.

And remember, the most important relationship to nurture is the one you have with yourself. The next several months will be hard (which is the understatement of the century). Make sure you're being good to you!

As a former colleague used to always remind me, "You can't pour from an empty cup."

I hope these ideas help. You've got this! We've got this.
*For more resources about optimizing online learning, see my posts Virtual Learning: 20 Structures for Small-Group Instruction, Virtual Learning: 25 Social-Emotional Learning Activities, Virtual Learning: Maybe We ARE Prepared For This, Virtual Learning: 13 Tips for Zoom Breakout Rooms, and Virtual Learning: 10 Best Practices for Parents.

# data[].attributes.attachment_link.title
Virtual Learning: 33 Ways to Build Relationships - teachtrainlove.com

# data[].attributes.attachment_link.description
"No significant learning occurs without a significant relationship." ~Dr. James Comer Relationships matter. We know this. We've always known this. In fact, it's the exact reason many of us chose education as a profession. We believe in the power of connection in learning and in life.

# data[].attributes.headline
How to Build Relationships With Students During COVID-19

# data[].attributes.subject
How to Build Relationships With Students During COVID-19

# data[].attributes.attachment_link.title
How to Build Relationships With Students During COVID-19

# data[].attributes.attachment_link.description
The beginning of the semester is a crucial time to bridge social distances to form the personal connections that students will need to sustain them academically and emotionally.

# data[].attributes.attachment_link.readable_text
As schools reopen in various phases from distance learning imposed by the COVID-19 pandemic, one of the biggest challenges teachers will face is building effective learning relationships with their students. In a University of Minnesota survey conducted in June 2020 by Kim Gibbons and Katie Pekel, the most frequently cited worry expressed by more than 15,000 educators across the state was relationship building. And, in his Feb. 19 MinnPost commentary, Kent Pekel argued that the right way to open up schools for students was to focus on building relationships "with and among them." In the face of the public outcry over racialized violence and discrimination in the spring and summer of 2020, and the upcoming trial of Derek Chauvin, relationship-building efforts will also need to be aimed at countering racism and building racialized students' belonging in school.

To respond to these challenges, we recommend that teachers emphasize trust-building with students - as soon as in-person classes begin.

We recently partnered with veteran teachers and staff members at Harding High School, a large "Beating the Odds" urban public school in St. Paul, to learn how they built trust with students. We interviewed a diverse group of students at Harding and asked them to identify staff members who had helped them feel like they belonged there. The staff members they nominated had an average of 13 years of professional experience between them, and included classroom teachers, counselors and a cultural liaison. Seven were white, one was Latina, one Native American, one African American, and one Asian American.

Six unspoken queries

We observed these teachers and staff members in their classrooms and offices and interviewed them twice. Our data showed that these staff members knew that students were constantly reading them and trying to figure out what researcher Zaretta Hammond calls their "stance" - their credibility and value. Our data analysis showed that their strategies for building trust revolved around responding to six unspoken queries they had learned were often on the minds of their students.

These staff members were all mainly motivated by "making a difference" in students' lives. One white female English teacher said she was motivated by "making sure the students get the education they need and deserve." An African American cultural liaison said, "How many lives have you touched to change and make this place better than when you inherited it? The students were concerned about teachers who clearly "didn't want to be there," or were just there to "get a paycheck."

These staff members all had different ways of being empathetic with students, holding compassionate understandings of the challenges they faced. The African American cultural liaison mentioned above said he often heard students say, "We have no food in the house" (he kept a "snack store" in a storage closet in his office where students could buy various items to get them through the day). He added, "Some of them don't believe that they will own a house."

Communicating respect

A vitally important part of establishing trust for these staff members was communicating respect for students. They did this mainly by " seeing positives" in kids and acting on their strong shared beliefs in students' capabilities. Second, the staff had learned the importance of "not judging" students. A white female science teacher said that for students who had struggled in class on a given day, it was crucial to wipe the slate clean and start fresh the next day. She said, "Every day is a new chance."

Several staff members emphasized how they needed to be up front about who they were in earning students' trust. The African American cultural liaison referred to his office as a "safe haven" for African American students in the school, "so they can hear some positive things. ... Because they got some negative things outside." While the white teachers in the study sometimes mentioned race in their relationships with students, often they connected with them by finding common ground in their social class background or other out-of-school life experiences.

The students emphasized how important it was that their teachers knew how to help them learn, and the staff members strove to ensure they were learning in several ways. First, they constructed supportive, comfortable, and engaging learning environments. One even asked her students at the beginning of each course what their ideal classroom "sounds like, feels like, and looks like." Second, they knew how to practice equity pedagogy, which in their terms, meant "meeting students where they are." They facilitated peer learning in their classrooms, created leadership opportunities for students, and were inclusive - ensuring that all students were part of the classroom community. Third, they engaged students with learning by using culturally responsive teaching, drawing on their own personalities, and using ample play and humor in their classes.

Commitment to students

Maybe most importantly, these staff members showed students they were committed to them. Having patience was a big part of this. They were also available for students and did not hesitate to get close to them when needed. They often exhorted students to move closer to the front of the room. Some of them kept their door open at lunchtime, so "you can sit and eat lunch with us," and talk about "those real life experiences." One student said of the white school counselor, "He let me talk to him about everything and that was great and so now I'm just like if I have a problem, I'll just speak out about it." For his part, the counselor said one of the keys was to demonstrate to students his commitment to them: "If students believe you can truly help them, and you are committed to their success, trust comes quickly."

Teachers, teacher candidates and staff members in other schools can develop these and other culturally responsive means of developing trust with students. The key is to ask themselves, both individually and in collaborative professional learning efforts, what they can do to build trust with their students, and to explore how they might respond to the sorts of student queries mentioned here. It is likely that more coordinated school and district-wide professional learning efforts around skill-building for trusting relationships could have substantial impacts on student belonging, engagement and achievement.

WANT TO ADD YOUR VOICE? Peter Demerath, Ph.D., is an associate professor in the Department of Organizational Leadership, Policy and Development at the University of Minnesota. Sara Kemper, Ph.D., is a research associate at the Center for Applied Research and Educational Improvement at the U of M. Eskender Yousuf is a Ph.D. candidate in the Department of Organizational Leadership, Policy and Development at the U of M. Bodunrin Banwo, Ph.D., is an adjunct instructor in the Department of Organizational Leadership, Policy and Development at the U of M.
If you're interested in joining the discussion, add your voice to the Comment section below - or consider writing a letter or a longer-form Community Voices commentary. (For more information about Community Voices, see our Submission Guidelines.)

Keep Minnesota news paywall-free.

MinnPost's in-depth, independent news is free for all to access - no paywall or subscriptions. Will you help us keep it this way by supporting our nonprofit newsroom with a tax-deductible donation today?

SUPPORT MINNPOST

# data[].attributes.attachment_link.title
Here's how teachers can build trust with students as schools open up | MinnPost

# data[].attributes.attachment_link.description
As schools reopen in various phases from distance learning imposed by the COVID-19 pandemic, one of the biggest challenges teachers will face is building effective learning relationships with their students. In a University of Minnesota survey conducted in June 2020 by Kim Gibbons and Katie Pekel, the most frequently cited worry expressed by more than 15,000 educators across the state was relationship building.

# data[].attributes.attachment_link.description
Access Google Drive with a Google account (for personal use) or Google Workspace account (for business use).

# data[].attributes.headline
Center for Disease Control and Prevention

# data[].attributes.subject
Center for Disease Control and Prevention

# data[].attributes.attachment_link.readable_text
As students return to school in modified settings for COVID safety, we understand that youths, families, caregivers, educators and school staff may feel anxious, fearful, upset and depressed during this unprecedented transition period. To help address these concerns, we have assembled this collection of mental health and wellbeing resources for you to review, use and share with your family and school communities.

Learning Together Safely PSA from LACDMH, Los Angeles County Office of Education and Los Angeles County Department of Public Health LACDMH Resources

School-Based Community Access Point was launched in 2019 to expand access to prevention services and supports for students and their families toward individual and community well-being. Through SBCAP, LACDMH implemented well-being initiatives in collaboration with the Los Angeles County Office of Education, the Los Angeles Unified School District, and the Los Angeles County Department of Public Health.

School Wellbeing Toolkit was created by the DMH-UCLA Prevention Center of Excellence for teachers and school staff to practice self-care and support the wellbeing of their school community. Each topic card will provide practical strategies and self-care tips for educators

For more resources, check out "Educators Overcoming Under Stress," a series of stories to support educators and school staff during the COVID-19 pandemic. The full series - plus additional courses, tools and resources - is available for free on the DMH-UCLA Prevention Center of Excellence learning platform. (Please note you will need to create a free login account to access the platform's resources.)
California Office of the Surgeon General
California Surgeon General's Playbook: Stress Relief for Caregivers and Kids During COVID-19
Stress management guidance for parents and caregivers
Los Angeles County Office Of Education (LACOE) Resources Additional Resources for Educators & School Staff Additional Resources for Parents Resources for Youth
Crisis Support
Resources that may help if you are experiencing a mental health crisis or need immediate support include

# data[].attributes.attachment_link.title
Educational Resources - Department of Mental Health

# data[].attributes.attachment_link.description
As students return to school in modified settings for COVID safety, we understand that youths, families, caregivers, educators and school staff may feel anxious, fearful, upset and depressed during this unprecedented transition period. To help address these concerns, we have assembled this collection of mental health and wellbeing resources for you to review, use and share with your family and school communities.

# data[].attributes.attachment_link.title
Outdoor Seaside Cafe & Bossa Nova Music, Relaxing Background Jazz Music for Work, Study, Focus

# data[].attributes.attachment_link.readable_text
About Us

The Coalition to Support Grieving Students is a unique collaboration of the leading professional organizations representing classroom teachers (including teachers, paraprofessionals, and other instructional staff), principals, assistant principals, superintendents, school board members, and central office staff, student support personnel (including school counselors, school nurses, school psychologists, school social workers, and other student support personnel), and other school professionals who have come together with a common conviction: grieving students need the support and care of the school community.

# data[].attributes.attachment_link.title
Home Page - Coalition to Support Grieving Students

# data[].attributes.attachment_link.description
The Coalition to Support Grieving Students is a unique collaboration of the leading professional organizations representing classroom teachers (including teachers, paraprofessionals, and other instructional staff), principals, assistant principals, superintendents, school board members, and central office staff, student support personnel (including school counselors, school nurses, school psychologists, school social workers, and other student support personnel), and other school professionals who have come together with a common conviction: grieving students need the support and care of the school community.

# data[].attributes.attachment_link.provider_name
The National Child Traumatic Stress Network

# data[].attributes.attachment_link.description
Provides school administrators, teachers, staff, and concerned parents with basic information about working with traumatized children in the school system.

# data[].attributes.headline
Supporting Student Who Have Been Traumatized

# data[].attributes.subject
Supporting Student Who Have Been Traumatized

# data[].attributes.attachment_link.description
Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

# data[].attributes.attachment_link.description
Explore tips, strategies, and resources to help improve the connection from home to school and expand parent involvement.

# data[].attributes.attachment_link.readable_text
Imagine a day in the life of a student in a traditional school setting. First-grade students greet their teachers with special handshakes as they enter the classroom. Principals hand out high-fives in the hallways. Middle schoolers huddle together during homeroom to discuss their favorite TV shows as they wait to hear the morning announcements over the intercom. Fifth graders sit in a circle as their teacher leads them in a mindfulness exercise to start the day present and focused.

In the wake of coronavirus school closures, educators, parents, and students across the globe are coping with a new reality. How can educators continue to foster a sense of belonging with students while schools are closed and learning has shifted online? What are ways to maintain strong teacher-student relationships and keep students engaged?

In this post, we'll explore research on belonging and connectedness, the key tenets of virtual communication for educators, and effective strategies for building virtual connectedness.

Download Toolkit: 5 Restorative Practices for Building Belonging with Students

I. Research on Sense of Belonging II. Tenets of Virtual Communication and Collaboration III. 8 Strategies for Building Connectedness Virtually IV. Additional Resources
What the Research Says About In-Person and Virtual Connectedness

Research suggests that students with a high sense of belonging are also happier, healthier, and more engaged learners.

Not only is connectedness linked to better academic outcomes, but students who feel connected to school are less likely to skip school, abuse substances, have emotional distress, or be involved in fighting or bullying behavior.

So, can educators still promote student belonging in virtual spaces? Research from the children's media field suggests that technology can, indeed, facilitate meaningful connection. Joint media engagement-a relatively new concept-refers to using technology and media as a co-engagement or co-viewing tool between adults and children. Multiple studies show that a healthier way for children to interact with technology (especially screen media) is if an adult is physically or virtually present and participating in usage with the child. The positive benefits increase when the technology delivers high-quality educational content.

This means that educators can design-or adapt-educational activities, virtual lessons, and online social-emotional learning programs to foster connectedness online. That connectedness can be between students and peers, students and their caregivers, or students and their teacher.

"Students with a high sense of belonging are happier, healthier, and more engaged learners... and less likely to skip school, abuse substances, have emotional distress, or be involved in fighting or bullying behavior."

Tenets of Virtual Communication and Connection

Communication (with students and their caregivers) is a key component to helping students build a strong sense of belonging online. Here are some guiding principles for communicating and connecting with students virtually:

Clear and Consistent. Be clear in your written and oral communication with students and their families. In addition, consistency of timing and cadence can help families anticipate your communications and schedule their days appropriately.

Proactive and Reciprocal. Proactive communication can help you anticipate the needs of students and your community. It can also encourage students and families to proactively communicate with you and other school staff members, and can ensure that they know the best methods to do so.

Authentic and Familiar. Maintain the teaching style you use in the classroom to recreate a sense of comfortability for students. This could mean using similar language and phrases that you would use in the classroom.

Flexible. To meet the needs of all learners, consider multiple options for communication and student participation. Can you call a family to deliver a morning announcement if they do not have access to high-speed internet? Can you provide a pen-and-paper option for a virtual activity? Consider these tips on strategies in special education as children learn from home and resources for English-language and diverse learners.

Creative and Innovative. With so many different virtual tools at your disposal, make sure to take advantage of them. Virtual adaptations are great opportunities to innovate and try something new. See this time as a way to think creatively about ways to reach each student and consider trying tools such as Padlet or Flipgrid.

"To meet the needs of all learners, consider multiple options for communication and student participation. Can you call a family to deliver a morning announcement if they don't have access to high-speed internet? Can you provide a pen-and-paper option for a virtual activity?"

8 Strategies for Building Connectedness Virtually

1. Host a virtual morning meeting.

In typical classroom life, routines are an important way to build connection. Create ways for students to still experience these routines at home! Virtual morning (or afternoon) meetings via a web conferencing service, like Zoom or Google Hangouts, are one way to bring students together routinely -- whether that means hosting a check-in circle, connecting with social-emotional learning activities, or participating in group mindfulness practice. If a student is unable to attend, you might invite them to write a message to their classmates in advance that you can share during the meeting.

Download this toolkit to access templates for virtual morning announcements.

2. Record and share videos or audio clips.

To simulate daily or weekly announcements that students hear over the intercom, consider recording short video or audio clips and sending them out via email or text. These announcements can include student birthday shout-outs, important resource information, or updates on school policies. For students without access to high-speed internet, try calling by phone instead. Many educators recommend rotating through groups of students each day to make the phone calls manageable.

3. Take your class on a virtual field trip.

Many museums, zoos and cultural centers are offering digital tours for free. You and your students can go together (or asynchronously) to museums in Sao Paulo and Paris, watch live footage of animals at a zoo, or walk through Yellowstone National Park. To supplement this activity, consider creating a scavenger hunt for students as they explore individually, and then come together to share-out findings and wonderings in a chat room or video conference.

4. Send daily or weekly newsletters to families and/or students.

Get creative with these communications! Consider recording and uploading a video to include in the email. Many teachers have recorded themselves reading a children's book, conducting a science experiment in the kitchen, or even delivering a short lesson. You can also include academic lessons or SEL strategies to try at home. If you are already using a tool for family engagement (such as ClassDojo or Remind), you can use the messaging capabilities in those apps to send the newsletters.

5. Build a virtual classroom hub, website, or blog.

Using Google Classroom, Google Sites, WordPress, or other free services, you can create a class website or blog for your students to access. Once built, you can add various activities-from virtual journaling to resources for additional learning and movement.

6. Moderate a classroom chat or discussion board.

Host small or large online chats with students using platforms such as Zoom, Canvas, or Google Hangouts. Provide prompts to students ahead of time, especially if you'll be discussing academic content. You can also position the online chats as quick check-ins or informal time for students to connect . Students can also submit ideas about what they'd like to chat with their peers about.

7. Host informal office hours.

Dedicate one to two hours per week to holding office hours in a video conference or chat room. This can allow for students, caregivers, or fellow teachers to connect with you to ask questions, share how they are feeling, or just say hello.

8. Collect and share virtual notes of gratitude and appreciation.

Over the course of a week, ask students to submit notes of appreciation about their peers. Compile these notes in a slide deck or on your classroom website to share with students, caregivers, and staff.
Download this toolkit to access templates on Google Forms and Google Slides for "notes of gratitude."

# data[].attributes.attachment_link.title
8 Strategies for Building Belonging With Students and Families Virtually

# data[].attributes.attachment_link.description
Imagine a day in the life of a student in a traditional school setting. First-grade students greet their teachers with special handshakes as they enter the classroom. Principals hand out high-fives in the hallways. Middle schoolers huddle together during homeroom to discuss their favorite TV shows as they wait to hear the morning announcements over the intercom.

# data[].attributes.headline
Teachers connecting with students and each other

# data[].attributes.subject
Teachers connecting with students and each other

# data[].attributes.attachment_link.readable_text
2020 Update: Educators who are interested in access to my ongoing webinars, chats, and resources related to creating connection, celebrating strengths, and cultivating character in students, check out GATA (Gold Arrow Teacher Academy) for community, support, and resources!
September, 2017

My oldest daughter started her first teaching job about a month ago. She's teaching high school English to 9th and 10th graders. Less than a month into school, she has students who come hang out in her classroom during morning break, lunch, and after school. She's been told by several students that she's their favorite teacher. One student said, "I like how you make everyone behave."

She has some typically low-performing students responding positively to her and has been asked by other, more experienced teachers what she's doing.

I know exactly what she's doing.

While she's new to teaching, she's become a master at connecting with kids and forming relationships with them through her years working at camps, My Gym, and other settings. She understands that before she can teach her students, she needs to connect with them and help them connect with each other.

Part of the "magic" of camp is that from the first moment, we focus on building relationships and getting our cabin groups connected. We train our counselors to help kids develop social skills so they can form friendships and feel a bond with their peers.

The minute kids arrive at camp (or get on the bus to go to camp), counselors help them get to know each other. Friendships form quickly and kids feel comfortable together. With this comfort level, kids are then open to challenging themselves and taking risks in front of each other. And that's when they grow. The connections create an environment where kids can learn the social and recreational skills camp offers.

With five kids of my own having started numerous classes, sports, and clubs over the years, I'm amazed at how the majority of the time, the teacher, coach, or leader just jumps straight into the content. Teachers go over the syllabus, coaches start a drill, club leaders launch into rules. By skipping over the connection piece, the kids are left, most likely, feeling more concerned about who their friends are going to be than what's going on in the class, team, or club.

When I have seen this with my own children, I have sat back on the sidelines wondering, "Can you at least have the kids introduce themselves, so they know who they're passing the ball to?" But I have never wanted to be THAT obnoxious parent who's always back-seat coaching, so I kept quiet.

In the classroom or on the field, no one feels comfortable raising their hand and asking what may be a "stupid" question unless they feel happy and accepted; until they do, kids won't really get all they need from the experience.

For any teachers who are reading this-thank you, by the way; I know you're super busy right now!-you have an amazing opportunity to do more than just teach your students this year. You can create an amazing, connected community in your classroom that positively impacts your students' lives in ways far beyond their academic learning. By spending just a few minutes on some things outside the "Common Core"-but so very important in life-you can create your own summer camp magic in your classroom.

I've heard from MANY former camp counselors turned teachers that the team and relationship-building activities they learned at camp have been extremely useful in their classrooms. Just like I believe all parents should at least go through camp counselor training , I wish all teachers could spend a summer as a camp counselor.

In just a few minutes, teachers and coaches can help kids feel more comfortable, experience being part of a community, and be more open to learning and collaborating with each other.

Try one or more of these 10 activities and see how your class transforms into a happy, connected place!

One camp favorite get-to-know-you game is Human Bingo. Create a Bingo-style sheet and give kids five or ten minutes to talk to each other, get a name to fill in for a box, and eventually get "Bingo." has a template you can download and use to put your own categories on it. This is a low stress, non-embarrassing game. Have some small, fun prizes for different Bingo categories (line, blackout, etc.)

I haven't tried this (since we don't have white boards at camp), but I think it's a great idea in a classroom. Come up with a fun topic or question each day, then have each student write their answer on a sticky note and put it on the board. You can share some, have kids guess who answered what, etc. I've seen so many great pictures on Pinterest of fun questions you can ask and topics kids can respond to. Here are some examples:

Throw it away Thursday: If you could only keep one thing, and had to throw away all the rest of your possessions, what would you keep?

Fri-YAY: Why are you glad it's Friday?

Describe what makes you a great friend

You get the idea! Search "sticky note questions on a white board" on Pinterest and you will get TONS of fun ideas!

#3 Five Things

We often play this at our first campfires. Since it requires yelling and participation, it captures kids' attention. Especially with an older group, I'd get some class leaders to demonstrate before playing so that you get "buy in." For the first play through, have five specific things written on the board. For example-your name, your favorite food, favorite book or movie, favorite subject, and favorite animal. Everyone chants "Five things, five things, five things, five things, FIVE THINGS!" When the person says the first thing, everyone chants, "ONE!" After the second thing, "TWO!" etc. After the five things, the Five Things chant is repeated and you go on to the next person. Once your class learns this game, you can use it for other categories, things they've learned, stuff they did over vacation, etc. Even if they're skeptical at first, I promise they'll end up enjoying it. Like I said, get a few key kids to learn it and demonstrate! I think it could be really fun!

Kids love to throw stuff, so why not have them get something out of it? You can use a "Snowball Fight" in your classroom as a get-to-know you activity or as a review for something they've learned. For a get-to-know you game, have each student write their name and three things about themselves. Once everyone's ready, have them crush their paper into a "snowball." Have the "fight" (throwing the papers around the room at each other) for 30-45 seconds, then have each student pick up the closest "snowball," find the person who wrote it, and meet them! As a way of connecting throughout the year, kids can write a question on their snowball, throw them around, and answer the question they end up with.

This is a great listening activity that I think could be used for getting to know each other AND for reviewing something you're learning in class. Kids are paired up and each person has one minute to talk while the other person listens. The listener recaps what the person said. Then they switch.

This is the older kid equivalent of "Star of the Week." Once kids know each other, have a person once a week who's in the "Spotlight." Other students can compliment him or her verbally or on sticky notes on the whiteboard (or both). Spotlight could also include the student sharing a story or some interesting facts about him or herself.

This doesn't have to be done in a circle. You can have kids stand up or sit down or move to the other side of the room. Basically, you have a category like "I'm the youngest kid in my family." Everyone for whom this is true stands up or moves.

#8 Inspirational Read Aloud

One of our counselors read aloud to his teenage campers this summer. Do you have a favorite, inspirational book? Even older kids like being read aloud to, so pick something that will inspire them and read to them for 5-10 minutes each day (or have them read it)! One of my personal favorites is The Energy Bus Wonder , but pick what appeals to you! A lot of Chicken Soup for the Soul stories are good and can provide a great basis for a meaningful discussion. Reading a story or book together can really bring your class together.
#9 The "Cake Hour"

If you only do one thing, PLEASE try this! I learned about this after talking with Jessica Alexander about her book, The Danish Way of Parenting . Danish kids learn empathy in school because teachers prioritize connection time each week. If food is included, I promise kids will look forward to and benefit from this time! Maybe think up a weekly Question for Connection to use. And maybe you don't have an hour. That's okay. How about setting aside just 15 or 20 minutes?

#10 WOWs

Okay, I take back what I said in #9. Please also do WOWs in your classroom! Take just a minute - literally ONE MINUTE - each day to read positive things kids have written about each other. Appropriate topics include kind things kids have done, hard work kids have done to accomplish something, or anything else positive that's gone on in your classroom. You can keep a "WOW Box" (or call it a Compliment Box, make it a jar, or whatever!). I promise kids will love writing and hearing WOWs, and it will motivate them to be kind and look for the positive in others ! You can also keep an on-going WOW Bulletin Board!

If you try one or more of these activities, I'd love to hear how it goes for you! Send me an email or comment here.

Have a happy, connected school year!
Resources/Related: Activities to Foster Online Classroom Connections (Free Webinar Replay & PDF Download) Ep. 153: Rethinking School & Education During the Pandemic Ep. 53: Four Ways to Help Your Child Succeed at School Ep. 24: The Danish Way of Parenting with Jessica Alexander Ep. 78: The Danish Way of Parenting (Part 2) Play, Hygge, and other Good Ideas: A Review of The Danish Way of Parenting 4 Ways to Make School More Like Camp Why Can't School be More like Camp? Teaching kids empathy: In Danish schools, it's ... well, it's a piece of cake Top 10 Get to Know You Games 40 Icebreakers for Small Groups 35 Uses for Post-It Notes in the Classroom Increase Student Interaction with "Think-Pair-Shares" and "Circle Chats" 7 Easy Icebreakers You Can do With Post-It Notes

# data[].attributes.attachment_link.title
10 Fun Ways Teachers Can Help Kids Connect with Other Kids | Sunshine Parenting

# data[].attributes.attachment_link.description
2020 Update: Educators who are interested in access to my ongoing webinars, chats, and resources related to creating connection, celebrating strengths, and cultivating character in students, check out GATA (Gold Arrow Teacher Academy) for community, support, and resources! September, 2017 My oldest daughter started her first teaching job about a month ago.

# data[].attributes.attachment_link.title
The Best of Classical Music 🎻 Mozart, Beethoven, Bach, Chopin, Vivaldi 🎹 Most Famous Classic Pieces

# data[].attributes.attachment_link.title
Mozart Relaxing Concerto for Studying 🎵 Classical Study Music for Reading and Concentration

# data[].attributes.attachment_link.title
How to Make a Digital Interactive Notebook (Google Classroom)

# data[].attributes.attachment_link.title
Self-Care Resources for Educators and Other Helping Professionals — Mindful Teachers

# data[].attributes.attachment_link.description
Tips, links, reflections, and mindfulness practices to help you cope with the common challenges faced by educators and other helping professionals.

# data[].attributes.attachment_link.description
Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

# data[].attributes.headline
Creating, Supporting and Sustaining TIC classrooms

# data[].attributes.subject
Creating, Supporting and Sustaining TIC classrooms

# data[].attributes.attachment_link.readable_text
All children face disappointment and fears, but some students deal with more serious, often traumatic, hardships at home. The term "trauma" can encompass many situations, explains Lori Sanchez, Ed.D. "In the past, when you talked about a child experiencing trauma, you assumed abuse or neglect," she says. "Now we understand that trauma can mean a lot of things-families dealing with divorce, serious illness, a natural disaster, a military deployment, and more." Of course, you can't undo the painful experiences your students have gone through, but you can make a difference in their learning and their resilience by bringing innovative strategies into your classroom.

To help students deal with stressful situations at home, many schools are using innovative trauma-informed strategies. Here are some of the most effective tools for teachers.

Look beyond the behavior

Research has shown that traumatic experiences alter the brain and can affect children socially, emotionally, behaviorally, and academically. It's a quadruple whammy. Toxic levels of stress and anxiety shape behavior and may make kids appear angry, depressed, checked out, uncooperative, or distracted, says psychologist Jamie Howard, PhD, of the Child Mind Institute in New York City. "When you adopt a trauma-informed perspective, you approach that student's behavior with openness and curiosity," she says.

"Rather than jumping to the conclusion that she's a problem, ask yourself, 'What happened to this child and why is she behaving this way?' " Howard recalls one student she worked with who didn't want to go to the front of the classroom to write on the board. "He seemed defiant, but actually it was scary to him to have his back exposed to the whole room," she says. It turns out he had an unstable home life and was bringing some of his fears and insecurities into the classroom.

Build relationships

You already know how important it is to have good relationships with your students. But for children who have been affected by trauma, strong connections are vital. Rich relationships with teachers help children form the foundations of resilience.

Building bonds is a central component of August Spiegelberg's classroom at Bruce Vento Elementary in St. Paul, Minnesota, where more than 90% of the students qualify for free or reduced lunch. Spiegelberg regularly invites one or two of his fourth graders to eat lunch with him, using the opportunity to get to know them better. "I ask questions and then set them up to answer what they feel comfortable sharing," he says. He also tries to form relationships with the student's whole family. "But when a parent isn't super responsive, I try even harder to build a relationship with the child. The better we know students, the better we can teach them."

Create a safe environment

You play a critical role in making your students feel welcome in your classroom. "Students have to feel secure and connected, both to adults and to peers, in order to learn," says Susan Cole, director of the Trauma and Learning Policy Initiative in Boston.

That's the kind of environment seventh-grade teacher Lauren Jansen, EdD, fosters at North Middle School in O'Fallon, Missouri. "I'm keenly aware of how my students interact with each other," she says. "When I see anything negative beginning to happen, like one student picking on another one, I stop it immediately and have a conversation with the child, reminding them why it's not OK. My classroom is a place where students know they can be themselves and won't be made fun of."

It's also key to recognize that any student, regardless of their home life, can grow scared and anxious by a national news story such as a school shooting or a devastating hurricane. To ease children's fears in the wake of a tragedy like this, talk about the news as a group (in an age-appropriate way, of course), and reassure them that they're not in danger.

Meet students where they are

To help a student experiencing trauma feel settled in the classroom, you might need to make special accommodations. When Lori Sanchez, EdD taught sixth grade, she came up with creative solutions for students who were dealing with the aftermath of trauma.

She remembers one student who had been abandoned as a baby. Although the child was living with wonderfully supportive adoptive parents, she would periodically burst into tears in the middle of class, afraid that her parents were going to leave her. Sanchez kept a phone on her desk and allowed the girl to call her parents whenever she got anxious. "Just knowing the phone was there was enough to calm her," she says.

Perhaps you have a student in your class who's cranky and disruptive in the morning because he doesn't have a regular bedtime, or who melts down easily because her parents are fighting. Setting up a "safe space" in your classroom, where a child can take a short break to calm down, de-stress, and even take a short nap if they're tired, can make a world of difference.

Be predictable

Feeling out of control is one of the hallmarks of traumatic experiences, so adhering to a clear, predictable routine in your classroom provides students with a sense of stability. Tammi Mueller, a first-grade teacher at Riceville Community School in Riceville, Iowa, has students who live in foster care, a situation that often involves trauma and disruption. "I try to keep a scheduled classroom to help anchor the kids," she says. "I have a visual schedule at the front of the room, and I keep to a routine as much as possible. If I have to change things, I make sure I tell them."

You can't adopt a trauma-informed approach in your classroom all on your own. It takes teamwork and sharing what you know with colleagues. "Meet with the educators and others in your school and start a study group," advises Susan Cole. Think about strategies for working with a small team and get the support of your principal. The best news is that trauma-sensitive techniques don't just benefit kids who are struggling; they help all your students build resilience, confidence, and well-being.

# data[].attributes.attachment_link.title
Trauma-Informed Strategies to Use in Your Classroom | Resilient Educator

# data[].attributes.attachment_link.description
All children face disappointment and fears, but some students deal with more serious, often traumatic, hardships at home. The term "trauma" can encompass many

# data[].attributes.attachment_link.readable_text
Vol. 77

No. 2

Abstract

1. Expect Unexpected Responses

2. Employ Thoughtful Interactions

3. Be Specific About Relationship Building

4. Promote Predictability and Consistency

5. Teach Strategies to "Change the Channel"

6. Give Supportive Feedback to Reduce Negative Thinking

7. Create Islands of Competence

8. Limit Exclusionary Practices

Fostering a Feeling of Safety

Small changes in classroom interactions can make a big difference for traumatized students.

You have 0 free articles left this month.

Create an account and get additional free articles.

Credit: Shannon Fagan

Abstract

1. Expect Unexpected Responses

2. Employ Thoughtful Interactions

3. Be Specific About Relationship Building

4. Promote Predictability and Consistency

5. Teach Strategies to "Change the Channel"

6. Give Supportive Feedback to Reduce Negative Thinking

7. Create Islands of Competence

8. Limit Exclusionary Practices

Fostering a Feeling of Safety

Up to two-thirds of U.S. children have experienced at least one type of serious childhood trauma, such as abuse, neglect, natural disaster, or experiencing or witnessing violence. Trauma is possibly the largest public health issue facing our children today (CDC, 2019). Traumatized students are especially prone to difficulty in self-regulation, negative thinking, being on high alert, difficulty trusting adults, and inappropriate social interactions (Lacoe, 2013; Terrasi & de Galarce, 2017). They often haven't learned to express emotions healthily and instead show their distress through aggression, avoidance, shutting down, or other off-putting behaviors. These actions can feel antagonistic to teachers who don't understand the root cause of the student's behavior, which can lead to misunderstandings, ineffective interventions, and missed learning time.

Neurobiologically, students can't learn if they don't feel safe, known, and cared for within their schools (Aupperle et al., 2012). When teachers are proactive and responsive to the needs of students suffering from traumatic stress and make small changes in the classroom that foster a feeling of safety, it makes a huge difference in their ability to learn. Here are some examples.

1. Expect Unexpected Responses

First, teachers must learn to put students' reactions into context-and not to take them personally. Students with trauma histories can react and behave in seemingly unexpected ways, such as having a sudden outburst during a favorite activity or crying out of the blue one second after laughing. Teachers may be taken by surprise. They say things like, "But he was fine this morning, I didn't see that coming!" or "She normally loves playing the drums in music class. I have no idea where her reaction came from." This uncertainty leaves the teacher in a constant state of hyper-alertness when interacting with the student. This in turn can result in fatigue, as the teacher is guarded and unable to predict what will happen from one moment to another.

One way to understand these reactions is to think of the student as a soda can, and events that may trigger their trauma stress as shaking that can. We can't tell by looking if the can was recently shaken, but if it was, opening the can results in an unexpected explosive, messy reaction. If a student is triggered and experiencing heightened emotion, even a benign direction such as, "Please move over to make room for Jenny" could result in an "explosion" that the teacher never saw coming. By using trauma-sensitive strategies in the classroom, we can help reduce the times our students are "shaken."

2. Employ Thoughtful Interactions

Traumatized students often behave in ways that may interfere with teaching and learning, which can be frustrating. Teachers are in a position of power, and these students may be overly defensive, anticipating adult criticism, or defiant, as a way to assert control (Jennings, 2018). Yet for traumatized students, the ability to learn and behave appropriately can be person-dependent. When they are with a safe and supportive adult, their behavior reflects that.

Consider this scenario drawn from schools I've worked with: Trevor, a 6th grader whose father overdosed on heroin two years ago and who has witnessed ongoing domestic abuse throughout his childhood, was in Ms. Carlton's class for part of the day and Ms. Finch's class for the other part. Ms. Carlton had a reputation of working well with hard-to-reach kids, and sure enough, Trevor behaved in a stellar way in her class. When he was with Ms. Finch, however, he was sent to the office nearly three times a week for explosive behavior.

The teacher is 50 percent of every interaction with a student: By changing the way we give a direction or respond, we can reduce problematic behavior. Ms. Carlton had taken the time to build a trusting relationship with Trevor and learned to give directions in a way that he would respond well to. Interaction strategies are a type of accommodation that typically go unnamed and unwritten, but they were the reason that Trevor could feel safe and access the curriculum (Minahan & Rappaport, 2012).

If Ms. Carlton had written down the successful strategies she used with Trevor, the list might have started with avoiding authoritative directives such as, "Pick that up." To give Trevor a sense of control, Ms. Carlton always embedded choice in her directions, asking, "Do you want to be in the front of the line or the back of the line?" instead of simply telling him to "line up." This helped prevent a poor reaction (Minahan, 2019).

Ms. Carlton also conveyed respect and transparency by providing the reason behind each direction. Instead of saying, "No backpacks on the floor. I don't want to trip and fall!" Ms. Carlton would say, "Oh dear, I hope I don't fall. I have a bad knee! Could you please move your backpack?" Stating the reason first assured that Trevor knew the context (and necessity) of the demand.

Conversely, Ms. Finch would often go up close to Trevor, tower over him, and say in front of his peers, "Stop tapping your pencil!" This typically ended in a power struggle and Trevor's escalating behavior. Trevor, like many traumatized students, had experienced a loss of control in his life, and power struggles with an authoritative figure were particularly triggering. Ms. Carlton instinctively knew that a more private nonverbal direction could be less confrontational for a student in "fight or flight" mode. She would write, "Please stop tapping" on a piece of paper, put it gently on Trevor's desk without his peers noticing, and then give him space by walking away quickly. When possible, she also gave Trevor extended time to comply with directions to avoid power struggles, asking, for example, "Can you please pick that up before lunch?" rather than, "Pick that up now" (Minahan, 2019). This allowed Trevor time to decompress and respond rationally.

3. Be Specific About Relationship Building

At one point in the year, Ms. Carlton told Ms. Finch that building a relationship with Trevor was key to her success with him, and she suggested that Ms. Finch do the same. Unfortunately, saying, "Build a relationship" is too vague and leaves too much up to the teacher's instincts. Instead, Ms. Carlton could have told Ms. Finch that she greeted Trevor every day at the classroom door and asked him about the Avengers or basketball. She could have told Ms. Finch how she used the "two by ten" rule; she talked to him for two minutes a day for 10 days in a row about topics unrelated to academics or behavior. Whenever Ms. Carlton could see she wouldn't have time for this in the 10-day period, she asked the counselor or special education teacher to cover her class for two minutes so she could go for a walk with Trevor. She repeated this trust-building strategy several times throughout the year, especially after he exhibited anger or frustration and after school vacations and long weekends.

Ms. Carlton skillfully used relationship-building and interaction strategies to work with Trevor. Yet the impact could have been greater had she written and shared those strategies with Ms. Finch and the rest of Trevor's team via a shared document, behavior plan, or student success plan (Minahan, 2019). Likewise, if counselors, school nurses, and psychologists write and share such techniques with each classroom teacher, kids like Trevor, when triggered, wouldn't always have to leave class to find a safe adult.

Not knowing what is coming next can put anyone on high alert, especially traumatized students. Providing predictability through visual schedules of the class agenda or school day can help. Ms. Carlton was adamant about previewing any changes to the normal routine ahead of time (saying, "We are going to have indoor recess today because of the snow," or "The DVD player isn't working so we can't watch a science video at the end of class today"). This prepared Trevor and thus elicited a calmer response.

A teacher's behavior can also feel unpredictable to traumatized students. When students are working independently and quietly-doing what they are supposed to be doing-they don't know when they will get the teacher's attention. But when students are doing the wrong thing-like drumming on the desk with a pencil in each hand or swearing-teachers are more predictable and react quickly! Because predictability is comforting to students with anxiety and trauma histories, they may resort to getting the teacher's attention through inappropriate means. Trevor could get Ms. Finch to react immediately by flipping his water bottle noisily, but could go 20 minutes without so much as eye contact from her when he was quietly reading.

To counter this imbalance and create an overall feeling of safety, teachers can use predictable positive attention (Minahan, 2014). During independent work time, if a teacher says to a student "Great work! I'll be back to check on you," the student has no way of predicting how long they need to wait-and from past experience they know that the teacher may forget to return altogether. Using predictable positive attention, however, the teacher can say, "I am going to check on you in 10 minutes," put a timer on the student's desk, and add, "Come tap me on the shoulder when the timer goes off." If the teacher has many students in the class that could benefit from this, she could transfer the strategy to small groups: "I will check on this desk group at X time."

Another strategy for providing predictable attention, especially for middle and high school students, is to hand an anxious or traumatized student a sticky note with a time on it as they walk into class each day. The first time, the note will need to be explained: "If you don't understand something in class, please don't worry-I am going to check on you during independent work time at 11:45, and I will answer any questions you have then." Ms. Carlton found this strategy comforting to Trevor. This predictable check-in pairs the negative thoughts the student may have ("I don't know how to do this") with a reassuring thought ("But my teacher will be here in seven minutes!"). The student can better tolerate uncomfortable feelings when they know help and a positive interaction are coming. Telling the student what will happen and when and always following through establishes the teacher as a consistent, reliable adult.

5. Teach Strategies to "Change the Channel"

Traumatized students often engage in inaccurate thinking, tending to focus on the negative. Common classroom management strategies often only exasperate this tendency. How many of us have seen frequent movement breaks on a student's IEP or student success plan? It is one of the most common accommodations that we offer to students who seem dysregulated. Unfortunately, during these breaks, students can ruminate on negative memories, current stressors, angry thoughts, or worries. If we ask a high school student who is getting angry and becoming agitated to take a walk, he may ruminate the whole time and return just as angry. Sending a 1st grader to a "calming chair" can leave her to perseverate on worrying thoughts. Instead, we need to help them "change the channel." Both Ms. Carlton and Ms. Finch used breaks with Trevor, but in vastly different ways.

When adults can't sleep, we often read a book or watch TV, which distracts us from uncomfortable thoughts so we can fall back asleep. Teachers can use the same principle for kids with trauma and anxiety: Teach students that their brain is like a remote control that they can use to "switch the channel" to help them calm down (Minahan & Rappaport, 2012). These switching activities are called cognitive distractions or thought breaks and are incompatible with negative thinking. A listening center or "find the picture" activity can be helpful to young children. For older students, you might try Mad Libs, trivia, or more abstract strategies such as counting all the green items in the room, saying the alphabet backwards, or thinking of the first 10 lines of a favorite movie. Ms. Carlton taught Trevor to do Star Wars trivia when he was upset, which helped him calm down quickly. Conversely when Ms. Finch had Trevor go for a walk, his negative thinking would escalate, and he would often not return to class.

6. Give Supportive Feedback to Reduce Negative Thinking

Many traumatized students interpret information through a negativity amplifier. When a teacher says, "Please correct the first problem," the student might hear, "You are stupid." Or a student might report that the teacher screamed at her when the teacher was really using a calm tone, as even neutral facial expressions can be misinterpreted. It is helpful to smile and explicitly say when you are happy with the student, a strategy Ms. Carlton utilized. When giving negative feedback, teachers can use the positive sandwich approach-starting and ending with a positive comment: (1) "I love how you remembered the formula," (2) "You made a small calculation error there," (3) "Great job getting problem #3 correct."

7. Create Islands of Competence

Recognizing areas of strength in students is a powerful way to combat the poor self-concept and negative thinking associated with trauma (Jennings, 2018). To support a more accurate self-concept, teachers can provide what Robert Brooks calls "islands of competence" for students swimming in a sea of inadequacy (2003). When a student thinks negatively, the negative moments during the day tend to weigh more heavily than the positive moments. We need to counter this effect with positive experiences. Educator teams need to ask themselves, "Does the student feel competent during the day?" If the answer is no, contriving an island of competence for the student is in order. Ms. Carlton often asked Trevor to help a younger student or a peer who was struggling in an academic area Trevor was strong in, or had him fix the stapler when it was malfunctioning. She would also point out in a written note to Trevor that he was the first student to finish a math activity. In high school, educators may want to foster students' talents by never letting them drop electives (which might require creativity in scheduling academic support in core classes).

It is important that students experience competence to develop a more accurate self-narrative and to begin to create a positive future picture of themselves. We want them to say, "I really helped that student with her artwork. When I grow up, I could work with kids." Or "I am good at fixing things. I could be a mechanic someday."

8. Limit Exclusionary Practices

Behavior is communication, and we've looked at how traumatized students often communicate feelings through their behavior. Teachers' behavior is also communication-and it may not be communicating the message we are striving to send. Common teacher practices such as ignoring inappropriate behavior, sending students to the office, or sending younger kids to sit alone at a back table or in the hallway can unintentionally trigger students who have experienced abandonment or neglect. We need to remember that when some of our students were young and cried, no one came. Ignoring them can trigger a trauma response and make them feel the teacher doesn't like them or is even happy that they are upset.

Ms. Finch would ignore Trevor when he was expressing anger, such as by crumpling up a paper, growling, or slinging a book from his desk onto the floor. On the other hand, Ms. Carlton responded to such moments at the beginning of the year by validating Trevor's feelings ("I am sorry you are upset" or "I see that you are angry"). This is a much more empathetic approach, will preserve the relationship, and will avoid triggering a trauma response in the student.

Another practice to be cautious about is using time with a preferred adult as an incentive. For example, a principal might say, "If you get all your homework done this week, you and I will have lunch together!" The problem with this is that if the student doesn't get all their homework done, then the principal withholds their attention and time. This implies the relationship is conditional and can trigger an abandonment trauma response for some students. It is better to use one-to-one time with students in a noncontingent way. This way adults are communicating, "I like you for who you are," not "I like you when you behave the right way."

Fostering a Feeling of Safety

Students can't learn unless they feel safe. When it comes to student trauma, there is much that is beyond educators' power, but there is also a great deal they can do to build a supportive and sensitive environment where students feel safe, comfortable, take risks, learn, and even heal.

Reflect & Discuss

➛ As Minahan writes, "Students can't learn if they don't feel safe." What small changes are you willing to try in your classroom to foster a sense of safety among traumatized students?

➛ Think about one of your students who struggles with behavior. How could you help him "switch the channel" when he is upset?

➛ Do you routinely share-and exchange ideas about-what's working with a traumatized student? How could you better improve lines of communication across the whole support team?

ASCD is a community dedicated to educators' professional growth and well-being.

Let us help you put your vision into action.

We empower educators to reimagine and redesign learning through impactful pedagogy and meaningful technology use. We achieve this by offering transformative professional learning, fostering vibrant communities, and ensuring that digital tools and experiences are accessible and effective.

# data[].attributes.attachment_link.description
Small changes in classroom interactions can make a big difference for traumatized students.

# data[].attributes.attachment_link.readable_text
In California, MTSS core components work together to create an integrated, comprehensive framework that focus on the Common Core State Standards (CCSS), core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for academic, behavior, and social success. MTSS offers the potential to create needed systematic change through intentional design and redesign of services and supports that quickly identify and match the needs of all students in general education contexts.

The following core components are key aspects of MTSS frameworks:

1. High-quality, differentiated classroom instruction. All students receive high-quality, standards- based (with a focus on CCSS), culturally-and linguistically-relevant instruction in their general education classroom settings by highly qualified teachers, who have high academic and behavioral expectations, attained through differentiated learning instructional strategies in, such as Universal Design for Learning.

2. Systemic and sustainable change. MTSS principles promote continuous improvement processes at all levels of the system (district, school site, and grade/course levels). Collaborative restructuring efforts made to align RtI², CCSS, identify key initiatives, collect, analyze, review data, implement supports and strategies based on data are then refined as necessary to sustain effective processes.

3. Integrated data system. District and site staff collaborate to create an Integrated data collection system that includes assessments such as state tests, universal screening, diagnostics, progress monitoring, and teacher observations at the site to inform decisions about tiered support placement, as well as data collection methods such as parent surveys for continuous systemic improvement.

4. Positive behavioral support. District and school staff collaboratively select and implement schoolwide, classroom, and research-based positive behavioral supports for achieving important social and learning outcomes. A strong focus on integrating instructional and intervention strategies supports systemic changes based on strong, predictable, and consistent classroom management structures across the entire system.

Return to Multi-Tiered System of Support (MTSS) home page
Last Reviewed: Tuesday, February 21, 2023

# data[].attributes.attachment_link.description
In California, MTSS core components work together to create an integrated, comprehensive framework that focus on the Common Core State Standards (CCSS), core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for academic, behavior, and social success.

# data[].attributes.headline
MTSS Intervention Strategies from shmoop

# data[].attributes.subject
MTSS Intervention Strategies from shmoop

# data[].attributes.attachment_link.readable_text
It's not what you're thinking.

We're just talking about identifying a(n academic) problem and confronting it before it goes into downward-spiral mode.

And, yes, the first step probably will be denial.

With intervention in the classroom, there are pretty much as many strategies as there are teachers, and Intervention Central gives a few pointers that every teacher, regardless of content area, can take to heart. That's right: any class, any subject, and any student. Got students who are struggling academically? These'll help. Someone in danger of backsliding? You got it. Amazing, straight-A student? Well, can't hurt.

Before we go on and on with examples, we'll go ahead and intervene and start you out with the tips.

Shmoop's Intervention strategy can help your students

1. Give plenty of feedback.

Feedback is a great way for students to know quickly whether they are on the right track or need to take a different tack. That doesn't mean that all feedback has to be formal, but can be quick verbal cues to help your students know how they're doing.

2. Continually monitor progress.

This one's best buds with giving feedback, and it's a great way to keep a peg on your kids as individuals. It helps you to keep their progress front and center-whether that's academic progress or progress in growing out of some annoying habit that distracts the whole class. (If you haven't had a tapper, we envy you). By continually monitoring, you will know when kids are starting to slip, and that early warning will signal you to throw a life raft before things get critical. (The tapper's back? Man the boats!).

3. Clarify your objectives.

Dats right, you set dem goals. If you have objectives-and better yet, if you tell your kids the objectives you've set for them-that helps focus your mind and your students'. Everyone will know what accomplishments are expected and everyone has the opportunity to jump on board. (Or off, but we already used the life boat in point #2).

4. Direct instruction.

Direct instruction can be seen as a dirty word in creative pedagogy land, but hey, sometimes you don't need to get all fancy. Sometimes you just need to tell a student the definition of a term, or demonstrate a process while they watch. You can use all your creativity once they actually get it-in some cases, it's just plain the most effective tool.

5. Have students rephrase your lesson.

If they can tell you (added bonus! Either verbally or in writing) what you've taught them, then you can reasonably assume they understand what you've done. Extra kudos if they still remember it the next class period.

And guess what? This step links back to our old friend monitoring progress. Lucky lucky.

6. Make sure those kids reflect.

This step may be a bit more difficult if you teach younger youngsters, but middle and high school students certainly can reflect on their learning. You can have them evaluate their own learning and consider how they can improve their own performance. They're usually harder on themselves than you would be. Extra motivation in the bank.

Plus, this strategy can help students gain the critical evaluation skills needed to become better learners.

These strategies aren't guarantees that all will be well for 100% of your students, but they will help you maximize your effectiveness. There are tons more in the links we've provided, and, undoubtedly, you will stumble across your own techniques. What matters is figuring out what makes sense for you and your students-and sticking with it.

Or adapting.

Really, whatever makes sense in your own, unique snowflake of a classroom.

Shmoop's Intervention strategy can help your students

# data[].attributes.attachment_link.keywords[]
information about intervention strategies and techniques

# data[].attributes.attachment_link.keywords[]
help with intervention strategies and techniques

# data[].attributes.attachment_link.keywords[]
intervention strategies and techniques ideas

# data[].attributes.attachment_link.description
It's not what you're thinking. We're just talking about identifying a(n academic) problem and confronting it before it goes into downward-spiral mode. And, yes, the first step probably will be denial. With intervention in the classroom, there are pretty much as many strategies as there are teachers, and Intervention Central gives a few pointers that every teacher, regardless of content area, can take to heart.

# data[].attributes.attachment_link.readable_text
Being a teen is stressful! Whether it's school, friends, or dating, the teen years are full of difficult changes-both mentally and physically. If you're like many teens, you may have difficulty dealing with stress in effective ways. You aren't alone, and there are things you can do to stay calm, no matter how stressful life becomes. All you need to do is stop, breathe, and be mindful and aware in the present moment.

# data[].attributes.attachment_link.description
Being a teen is stressful! Whether it's school, friends, or dating, the teen years are full of difficult changes-both mentally and physically. If you're like many teens, you may have difficulty dealing with stress in effective ways. You aren't alone, and there are things you can do to stay calm, no matter how stressful life becomes.

# data[].attributes.attachment_link.readable_text
First grade students work together during a computer coding class at Columbine Elementary in Longmont, Coloardo, June 2016. (Getty/Lewis Geyer/Digital First Media/Boulder Daily Camera)

Introduction and summary

Students have the greatest stake in their education but little to no say in how it is delivered. This lack of agency represents a lost opportunity to accelerate learning and prepare students for a world in which taking initiative and learning new skills are increasingly paramount to success.

When it comes to student engagement, there is a predictable and well-documented downward trajectory as students get older. According to a 2016 Gallup poll that measured student engagement, about three-quarters of fifth graders-an age at which students are full of joy and enthusiasm for school-report high engagement in school.¹ By middle school, slightly more than one-half of students report being engaged.² In high school, however, there is a precipitous drop in engagement, with just about one-third of students reporting being engaged.³ Similar to the drop in engagement, a recent poll from The New Teacher Project (TNTP) found that students see less value in their work and assignments with each subsequent year of school.⁴

There are limited studies that show a direct connection between student engagement and students valuing their education and opportunities to make their voices heard. Many advocates and researchers encourage schools to create opportunities for students to participate in decisions about their education as a means of increasing student engagement and investing students in their education.⁵

The authors of this report define "student voice" as student input in their education ranging from input into the instructional topics, the way students learn, the way schools are designed, and more. Increasing student voice is particularly important for historically marginalized populations, including students from Black, Latinx, Native American, and low-income communities as well as students with disabilities.

Given the assumption that student voice can increase student engagement, such efforts to give students more ownership of their education may be linked to improvements in student outcomes. ⁶ For example, a 2006 Civic Enterprises report, which surveyed a diverse group of 16- to 24-year-old adults who did not graduate high school, found that 47 percent of respondents indicated that "classes were not interesting" as the main reason they dropped out.⁷ Sixty-nine percent of participants said that they were not motivated to work hard.⁸ Interestingly, the percentage of students who did not feel inspired to work hard increased among students with lower GPAs; among high-, medium-, and low-GPA students, 56 percent, 74 percent, and 79 percent reported not feeling inspired to work hard, respectively. Surveyed students and focus groups emphasized the need for student voice in curricula development, improved instruction practices, and increased graduation rates.⁹

States, districts, schools, and teachers can solicit and incorporate student voice in many ways. Some of these strategies fundamentally change the way that schools and systems operate, and others are more marginal. This report provides an overview of eight approaches that teachers, school leaders, and district and state policymakers can use to incorporate student voice: student surveys; student perspectives on governing bodies such as school, local, state decision-makers; student government; student journalism; student-led conferences; democratic classroom practices; personalized learning; and youth participatory action research (YPAR).

Implementation of these strategies matters greatly. Efforts to incorporate student voice are stronger when they include the following elements: intentional efforts to incorporate multiple student voices, especially those that have been historically marginalized; a strong vision from educational leaders; clarity of purpose and areas of influence; time and structures for student-adult communication; and, most importantly, trust between students and educators.¹⁰ Policymakers and educators should also incorporate principles of universal design to ensure that these efforts are accessible to all students and recognize the voices of all students, including students with disabilities and students whose first language is not English.

This report concludes with policy recommendations for school, district, and state policymakers.

This youth activism is remarkable and helps change the debate on key issues facing the United States. This report, however, focuses on incorporating student voice within existing educational institutions.

What is student voice?

The authors of this report define student voice as authentic student input or leadership in instruction, school structures, or education policies that can promote meaningful change in education systems, practice, and/or policy by empowering students as change agents, often working in partnership with adult educators.¹⁴

Expert definitions of student voice

"At the simplest level, student voice can consist of young people sharing their opinions of school problems with administrators and facility. Student voice initiatives can also be more extensive, for instance, when young people collaborate with adults to address the problems in their schools-and in rare cases when youth assume leadership roles to change efforts."¹⁵

-Dana Mitra, a Pennsylvania State University scholar on education policy and student voice

"[A] broad term describing a range of activities that can occur in and out of school. It can be understood as expression, performance, and creativity and as co-constructing the teaching/learning dynamic. It can also be understood as self-determined goal-setting or simply as agency."¹⁶

-Eric Toshalis, senior director of impact at KnowledgeWorks who focuses on student engagement and motivation

All forms of student voice can be important and can meaningfully influence instruction, schools, and policies. But each approach has trade-offs, and one may be more appropriate to achieve certain goals than others. For example, schoolwide or districtwide surveys provide a snapshot in time with answers to a limited number of largely multiple-choice questions and often measure changes in the views of a large group of students over time. Student leadership through governing bodies or YPAR can allow for meaningful and extended conversations about complex topics and implementation; in most instances, however, this approach engages fewer students.

Strategies to incorporate student voice

Teachers, schools, and policymakers can use different strategies to incorporate student perspectives and empower students to lead. These strategies engage students at different points on the student voice spectrum and are not mutually exclusive. Schools and policymakers can adopt one or many of these strategies, as appropriate, to engage students and ensure that schools reflect the interests and needs of the populations they serve.

This section lists the most common student voice strategies based on CAP research; the pros and cons of each approach and suggestions for how to maximize the strategy's effect; and one or more short descriptions of the strategies in practice. Student surveys are the first focus in this section because they can be a useful tool at all levels of education decision-making-state, district, school, and classroom. Next, the authors list strategies in the order of scale of reach, starting with those that can influence state policies and ending with those that affect individual learning. As discussed later in the report, implementation is critical to ensure that each strategy supports authentic student voice.¹⁹

Student surveys

Surveys efficiently collect many student perspectives. The content and purpose of student surveys vary. Districts, schools, or teachers may choose to design and administer surveys to collect baseline information on student interests, school climate, rigor or quality of instruction, student behaviors, and perception of their own power to establish goals and measure growth over time.

The design, topics addressed, and intended use of the survey will also influence the need to protect students' privacy and the confidentiality of survey information. Educators need to be mindful of federal privacy laws, specifically the Protection of Pupil Rights Amendment and the Family and Educational Rights and Privacy Act, when developing surveys.

Pros

Collects information from the entire target student population rather than a subset

Provides a fair process for ascertaining student opinions in a way that students do not influence one another

Can be designed, administered, and scored easily and at a relatively low cost

Can be used to set goals and measure growth over time

Can disaggregate data to determine if there are variations among racial and ethnic groups, students from families with low incomes, or students from other identity groups

Can be used to compare schools when administered statewide or districtwide and can provide additional information and context beyond test scores to understand school quality

Cons

Represents only a snapshot in time

May not allow for nuanced responses from students

May not get at core aspects of student experience in the school

Risks being ineffectual if survey data are not acted upon

Does not empower students to lead the change they desire

Leaves open the possibility that teachers or administrators will seek to influence results to be seen in a more favorable light, particularly when consequences are attached to the results

How to maximize the strategy

Case study

Student surveys inform school ratings in New York City Public Schools

Empowering students to analyze and develop solutions using survey data

Unleashing the Power of Partnership for Learning (UP for Learning) is a Vermont-based nonprofit organization that fosters student voice through a youth-adult partnership model. The organization helps students not only share their perspective, but also analyze data, develop data-informed solutions, and become agents of change.²⁷ The organization partners with schools to prepare students to advocate for change based on Youth Risk Behavior Survey (YRBS) data, a survey administered nationally by the Centers for Disease Control and Prevention every two years to collect data on health behaviors and high school students' experiences.²⁸ In response to limited follow-up opportunities for students to be able to analyze the data, UP for Learning piloted the Getting to Y initiative in Vermont high schools and has implemented the initiative for about 10 years since. Schools reach out to UP for Learning to train students in data analysis and facilitation. Students use these skills to bring meaning to YRBS data, develop recommended policy or programmatic changes, and implement these changes accordingly. UP for Learning worked with the University of New Mexico at Albuquerque to replicate the model.²⁹

Student perspectives on governing bodies

Decision-making bodies at the school, district, and state levels can give students an active role or consider student perspectives. This approach can take different forms: Policymakers can allow students to serve on decision-making bodies such as state or district school boards or in a voting or advisory capacity on school committees; form a group of students to serve on a parallel, student-only body akin to a student school board; or create student advisory committees-similar to the way that many states and districts convene teacher advisory committees-to weigh in on important policy debates.³⁰

For school-level governing bodies, partnering with students can help develop culturally sustaining educational practices and select curricula and instructional materials that are most relevant and engaging to their various communities. While teachers should be proactive in incorporating culturally responsive instruction, students can help highlight practices and instructional materials that align to student interests and values to help educators avoid blind spots.³⁴

Various districts and states include students on their boards of education. A 2014 analysis of student participation on state boards of education (SBOE) by SoundOut, a nonprofit organization that partners with educators, districts, and district officials to implement student voice initiatives, found that 19 states included at least one student member on their SBOE.³⁵ For example, the Pennsylvania SBOE changed its bylaws in 2008 to require one high school junior and one high school senior to sit on both the Council for Basic Education and Council of Higher Education for their SBOE, but the students have no voting power.³⁶ The Pennsylvania Association of Student Councils, a statewide student leadership organization that works with administrators and students alike, recommends high school students for the Council of Basic Education.³⁷ Vermont has two student members on their SBOE, one of whom has voting power upon the second year of their service.³⁸ The Maryland State Department of Education sponsors the Maryland Association of Student Councils, which nominates one student for the SBOE to serve alongside another governor-appointed student.³⁹

Building demand for youth perspectives

In some states, especially Kentucky and Oregon, youth are pressing the case to have their perspectives considered and are demanding a seat at the table by working outside of existing structures, informing themselves about policies, effectively lobbying legislators, and holding press conferences.⁴² For instance, the Prichard Committee for Academic Excellence, a nonpartisan, nonprofit citizen's advocacy group in Kentucky, is helping policymakers and educators see the value of youth perspective as part of their larger goal to improve academics and educational equity across the state.⁴³ The organization has a Student Voice Team of approximately 100 self-selected students ranging from elementary school students to college students.⁴⁴ According to the group's website, it uses "the tools of civil engagement to elevate the voices of young people in education research, policy, and advocacy."⁴⁵

Furthermore, in some states and cities, including Denver and Los Angeles, youth have worked to lower the voting age for school board members to age 16 as a way to encourage student civic engagement and utilize students' first-hand experience with school-related issues.⁴⁶ In Colorado, a coalition of youth advocates were key in convincing a state senator and a state representative to introduce legislation in 2019 that seeks to allow 16- and 17-year-olds to vote in local school board elections.⁴⁷

Pros

Gives student representatives real power over state and district policies, including hiring and budgeting

Gives voting student members equal power to adult members

Allows students to gain experience with governing bodies

Fosters open conversation between students and adult decision-makers

Cons

How to maximize the strategy

Case studies

Pittsfield Middle High School Site Council, Pittsfield, New Hampshire

Montgomery County Public School Board of Education, Maryland

In Maryland, Montgomery County Public Schools' Board of Education is made up of eight members, one of which is an elected student member with full voting rights. The board addresses a variety of issues, including operating budgets and school building closings. Additionally, the current student board member plans to discuss topics such as affirmative consent and high school dress codes.⁵⁰

Boston Student Advisory Committee

In Massachusetts, two representatives from most Boston high schools serve on the Boston Student Advisory Committee (BSAC), which Boston Public Schools (BPS) created to make recommendations to the BPS system's Boston School Committee. In addition, BPS asks the student representatives to share their work with their peers to make sure that all students are more informed about current district policy debates. According to BPS, the BSAC is "primary vehicle for student voice and youth engagement across the Boston Public Schools." Participating students receive public-speaking training, learn about community organizing, and are taught how to navigate political situations. At weekly meetings, the BSAC discusses several important issues such as school discipline and climate, BPS budget, student-to-teacher feedback, and school equity.⁵¹

Student governments or councils

Student governments, sometimes called student councils, are comprised of student representatives who weigh in on or oversee school-related matters. The number of students on a student council varies by school. Roles on student councils typically include a president, vice president, treasurer, and secretary, among others. Typically, representatives run campaigns and are elected by their peers. In some instances, elected students or the school administration can appoint students.⁵²

To make student governments representative of the entire student body, it is important for schools to encourage diverse candidates to run for office. Intentionally diverse student representation encourages discussion of different viewpoints and various student interests.

Pros

Cons

Generally involves a small number of students who are elected by their peers and typically have higher social capital

Leaves the possibility that student council activities are restricted to the responsibility granted by a school and faculty advisers

How to maximize the strategy

Empower student councils to have a voice in consequential school matters

Consider consulting with student government on important decisions such as school schedules, school budget, hiring, and discipline policy

Support all students who demonstrate interest in running for student government to cultivate less-likely candidates or structure the council to make it more inclusive of all interested students

Encourage student councils to undertake initiatives that align with their values and could have a significant and lasting effect on the school community or the community writ large

Case study

Weston High School Student Council, Weston, Massachusetts

Each year, Weston High School students elect five representatives from each class along with six elected student officers to represent the student body as the student council. The 26 members plan schoolwide social events. Some of these events raise money for charities that the council chooses. In 2018, the council raised more than $8,000 for Camp No Limits, a camp program for children with physical disabilities. The student council works to develop opportunities for all students to discuss strategies to improve school culture. Each year, two members from the Weston High School council join the Greater Boston Regional Student Advisory Council to represent the school at the state level.⁵⁵

Student journalism

Pros

Cons

Leaves decision-making to schools on how much flexibility students have over news production and content

Requires established structures and resources within each school

How to maximize the strategy

Provide training on writing, reporting, and the best ways to use different media tools to share ideas⁶⁰

Encourage all students to read and discuss student articles in class

Engage a trusted adviser to help students manage logistics and serve as an advocate for the publication

Submit student articles to local papers to increase impact and visibility

Case study

The Eagle Eye, Marjory Stoneman Douglas High School, Parkland, Florida

Students at Marjory Stoneman Douglas High School in Parkland, Florida, manage The Eagle Eye, the student newspaper, with the support of a teacher adviser. Students take a journalism class to learn research and writing skills necessary to contribute to the publication. In the wake of the devastating school shooting in February 2018, Marjory Stoneman Douglas High School principal, Ty Thompson, gave The Eagle Eye significant flexibility in how the students covered the event and the following advocacy. The Eagle Eye sensitively and accurately captured the stories of victims in the publication following the tragedy. The Eagle Eye has run articles on local school board elections and an op-ed on why juniors should not be allowed to park in the senior parking lot.⁶¹ While students develop and are responsible for the paper's content, a teacher adviser helps students navigate challenging issues, copyedit content, and meet publishing deadlines.⁶²

Student-led conferences

Student-led conferences change the players and the dynamic of the conventional parent-teacher conference. At most schools, individual parents and teachers meet twice during a school year to discuss a student's progress and brainstorm solutions to academic or behavioral issues. However, the student-led conference invites the student into the conversation and allows them to describe their academic progress and collaborate with teachers and parents to address academic, behavioral, or social challenges. The student-led conference model provides students with a forum to share their work and discuss what they find most difficult and most meaningful in their educational experience.

Teachers and parents can engage students of any age in a conference, but participation will look different depending on the student's age and development. In most instances, students share a representative portfolio of work that they prepared prior to the conference. A first grader, for example, may use the portfolio of work to explain what they have learned thus far during the year. A fifth grader, on the other hand, may employ the portfolio to explain which learning goals they have yet to master or to develop a plan to complete more homework on time.

Pros

Cons

How to maximize the strategy

Create developmentally appropriate guidelines for students to participate in conferences that help build students' ability to discuss their learning and development

Reframe learning as a youth-adult partnership to empower both parties to share responsibility in learning

Case study

Two Rivers Public Charter School, Washington, D.C.
"Student-led conferences allow us to take ownership of our learning. Only we know how we are doing and where we are running. There isn't always going to be an adult there to help us." -Payton, sixth grade student, Two Rivers Public Charter School, Washington, D.C. ⁶⁶
Democratic classroom practices

Students of all ages can participate in group decision-making, but teachers should adjust expectations to meet students' social development. Democratic classroom practices can also include students providing periodic feedback to their teacher about what is or is not working as it concerns the learning environment.

Pros

Cons

Limits influence to classrooms and, sometimes, schools

Requires educators to have a change in mindset, which can be difficult to implement

How to maximize the strategy

Case study

Responsive classroom

Youth participatory action research

Action research is most appropriate for middle school and high school students. It gives participating students the opportunity to address pressing issues in their school and community; moreover, the concrete tasks of action research promote key learning outcomes related to reading, writing, and inquiry. Often, action research occurs outside of existing school structures and can feature collaboration with community groups.

Pros

Enables students to focus on issues that matter most to them and to their communities

Supports students in developing research and advocacy skills

Allows for open conversation between students and decision-makers

Builds civic engagement and sense of empowerment when projects result in positive change

Helps students learn to work in teams

Shifts adult perceptions of the capacity of youth to be change agents

Cons

How to maximize the strategy

Case study
"The growth that comes with understanding the true value of students in education; that students have the voice, strength, and knowledge to enact change in any system, and have just as much right as anyone to do it, especially in education. Without that understanding, I wouldn't have been able to recognize those values in myself." -Jua Fletcher, class of 2018 student, Denver South High School ⁷⁸
Student Board Challenge 5280, Denver Public Schools

Personalized learning

Teachers and schools can give students a voice in what and how they learn through personalizing instruction. Personalized learning tailors at least some of the learning experience based on students' individual needs, skills, and interests.

Teachers can adapt instruction in different ways. For instance, a teacher can allow students to select topics for projects or reports based on their interests or differentiate instruction based on what students need to master course material. Personalized learning can transform elementary and secondary schools when schools, districts, and states allow students to have greater control over what, how, and at what pace they learn. For example, states or districts may allow schools to change the way students earn credit for courses. Instead of following a regimented scope and sequence, schools may allow students to demonstrate mastery or competency of learning goals in classroom and out-of-school activities that interest them.

Pros

Cons

How to maximize the strategy

Pass state and district policies that create flexibility in the way students progress through learning goals and demonstrate mastery

Ensure that students are working closely with their peers and adults and that the school and classroom has strong systems for monitoring student progress and ensuring students receive personal attention and remain on track

Case study

MC² STEM High School, Cleveland

Students at MC² STEM High School in Cleveland learn through an entirely project-based curriculum that is designed to prepare students for in-demand science, technology, engineering, and math roles in the community. Students drive their own learning by selecting a topic for semester-long, interdisciplinary, theme-based projects. All projects align with Ohio's state standards and reflect the needs of local industry partners. Throughout the year, students have access to local experts, industry groups, and internships so that each student can tailor their learning to their specific areas of interest.⁷⁹

Meaningful implementation of student voice strategies

"We've been moved from the kiddie table to the adult table, but our portions remain the same." -Elijah Jones, 11th grade student, The Tatnall School, Wilmington, Delaware ⁸⁰
Careful design and implementation of student voice strategies are critical to ensure that any strategy meaningfully incorporates student perspectives and empowers students to influence instruction and policies. The following components can build the foundation for and improve the implementation of any strategy designed to empower students to share their perspective and lead.

Diverse student perspectives. Student voice is not a monolith. Students have diverse perspectives and needs. Strategies to incorporate student perspectives and position students to lead should try to engage many students, especially traditionally disempowered students who may be struggling to succeed in the current school structures. Incorporating student perspectives is easier to accomplish in student surveys, democratic classroom practices, personalized learning, and student-led conferences that inherently allow more students to participate. Also, YPAR can be designed in ways that target specific subgroups that are not typically heard in decision-making processes.⁸¹

Clear expectations, goals, and processes for both students and adults. Students will have different levels of input and decision-making power based on the specific strategy, age level of students, or entity such as the school board, school, councils, and more. Adults-administrators, teachers, and policymakers-at all levels should be transparent about the areas in which they are seeking student voice and how they will incorporate student perspectives.⁸² Doing so will require that many adults step outside of their comfort zone of control and embrace a new paradigm. By doing so, students can clearly see how their ideas and actions change policies and practice.

Adult-student trust. Students and adults should respect and value each other's perspectives and assume best intent. Underlying trust will allow students and adults to work through differences in opinions. Schools can help foster these connections by creating time for adults and students to collaborate and talk outside of specific academic classes.⁸³

Scaffolding for students. Many of the strategies listed above are most appropriate for middle or high school students, but schools should build the skills and mindsets needed for students to take initiative, advocate for solutions, and drive change beginning at an early age. Educators can help cultivate student voice by scaffolding some of these strategies for students' development level. For instance, in student-led conferences, students in the third grade may describe what they have been learning, while students in the seventh-grade may have the ability to share where they are struggling or exceeding expectations.

Scaffolding for adults. Effective implementation of these practices requires adults to shift their mindset and develop new skills for collaboration. Adults may need support learning how best to adapt structures to facilitate open dialogue and trust among adults and students.⁸⁴ They may also benefit from seeing successful strategies in action and hearing from adults who have seen the positive effects of authentic partnership with students.

The following table outlines examples of the ways that schools or policymakers can implement these strategies with varying degrees of significance. The table also highlights the zones of influence for different strategies and the grade-span most effective for each strategy.

Policy recommendations

Schools and policymakers should value student perspectives-student voice-and give students the opportunity to influence instruction and policy decisions by adopting and implementing appropriate strategies.

State level

State policymakers should incorporate student perspectives as they develop and implement policies and encourage schools to empower students to drive their own learning and influence school procedures and practices. To do so, state policymakers should do the following:

Include a voting student member on the state school board. State school boards should appoint a student member with voting power to the board. State boards should develop a democratic process to select the student and assist the student in soliciting diverse student perspectives to make sure a wide cross section of student opinions inform policy decisions.

Create student advisory committees for state policymakers. Similar to teacher advisory committees, state policymakers can create student-populated bodies to advise decision-makers on challenges and on policy development and implementation. These committees should meet regularly and discuss consequential matters.

Require statewide surveys to collect information on students' attitude toward school and their community and make the results public. More states should require all schools to administer surveys to consider students' attitudes toward school and their community. States should collect the data, publish the results, and encourage districts to use the information to inform policy changes. States should involve students in data analysis and any subsequent actions.

Encourage student-centered learning. States can create flexibility in how students can demonstrate mastery, allowing students to learn at their own pace and in ways that align with their areas of interest. To do so, some states are eliminating the use of the Carnegie Unit, the practice of measuring student learning by seat time in each course. For example, New Hampshire eliminated the Carnegie Unit in 2005, and the state allows districts to develop a competency rubric to measure student mastery.⁸⁵

District level

Similar to states, school districts and boards should incorporate student perspectives in their decision-making process as well as implement policies that encourage schools to empower students to drive their own learning and influence school policies. To do so, district level policymakers should do the following:

Support state-required surveys and develop district-level student surveys to gather information about instruction and school climate. Districts should support schools in administering state surveys, if the surveys are required by the state. Districts can supplement that information and develop student surveys on the rigor of instruction, quality of teaching, and school climate while ensuring youth involvement in each step of the process. Districts should publish the school-level data and use the results to create improvement plans and support school leaders. For instance, if several schools struggle with school climate, a district may hire a consultant to help those schools develop a positive behavioral intervention system, develop democratic classroom practices, and find context-specific approaches to improve student-adult relationships.

Include students on governing bodies and create student advisory committees to engage more student perspectives in important decisions. District school boards should appoint at least one student member with voting power to the board. District boards should develop democratic processes to select the student and help the student representative develop strategies to gain input from diverse student perspectives before weighing in on school board matters. This student advisory group could undertake YPAR or other forms of research about student experiences to inform their policy arguments and recommendations.

Create specific initiatives to engage student groups that are historically marginalized. While efforts to create strategies to engage all students are important, targeted programming enables specific subgroups such as students of color, students who identify as LGBTQ or students from other marginalized racial or ethnic groups to have a voice. For example, Denver Public Schools has a Young African American and Latinx Leaders group, which addresses systemic inequities facing African American, Latinx, and indigenous administrators, teachers, staff, and students.⁸⁶

Encourage schools to build time for student-educator collaboration and enable personalized learning. Districts should help schools think creatively to shift school schedules to enable students and educators to collaborate outside of instructional time. Districts should also assist schools in restructuring their schedules to allow for project- or inquiry-based learning. This may require schools to create fewer, longer instructional blocks throughout the day rather than the traditional eight 45-minute block schedule. Or districts could allow high schools to offer course credit for projects done in conjunction with community or local industry partners.

Offer student-led conferences and provide training to teachers on how to conduct them. Student-led conferences can be empowering for students-even very young students-but they involve a shift in the typical teacher-parent communication. Teachers would benefit from district and administrative support in implementing these conferences.

School level

Schools leaders should design schools that foster adult-student trust and communication as well as promote personalized learning. To do so, school leaders should do the following:

Empower students to drive their learning and foster a positive school climate. Schools should help teachers personalize learning and customize curriculum to meet the interests and needs of each student. Teachers and schools can help students to critically consider their environment and effectively articulate challenges and solutions by adopting democratic classroom practices. For older students, this interaction would include action research. Schools can help students take the reins of their learning by allowing students to lead parent conferences and develop their own personalized learning plans.

Administer student surveys in a strategic manner to increase participation rates, utilize the results to inform strategy and operations, and create informal information-gathering tools and polls to inform classroom decisions. If the state or district requires a survey, school administrators can access those results, partner with students to set goals for improvement, and develop strategies to meet those goals with student input. Administrators should highlight the survey results and the strategy for improvement with teachers, students, and parents. Students should have time to complete the surveys during class in order to increase participation rates. School leaders can include students in the process of analyzing, reporting, and utilizing the student survey data to improve instruction or climate. Also, schools or teachers can create their own surveys or polls to inform school or classroom decisions.

Create student newspapers and empower student journalists. There are many new and exciting ways for students to explore issues of interest to them and share them with their community. Schools should explore creating podcasts, blogs, and more to provide students with avenues to share their opinions and gain valuable skills. Administrators should provide training and guidance but should not place restrictions on content whenever possible. Schools should devote resources to student journalism and work with students to create an effective distribution strategy.

Provide student governments with meaningful authority. Schools should consider expanding the scope of student council responsibilities to include weighing in on the core issues affecting the student experience such as the school schedule, budget, discipline code, curriculum, and hiring decisions. Schools should also encourage student governments to undertake important initiatives that would improve the school culture and community. School administrators should empower student-led governments by encouraging a diverse pool of students to run for office, including marginalized, underserved, and less extroverted students. School administrators can also suggest alternatives to the traditional voting system process that would serve to include more students from the groups listed above and would encourage any interested student to participate. School administrators should also carve out time for candidates to campaign and allow student-led governments to organize important school functions.

Offer professional development to help teachers and administrators shift mindsets and build skills to effectively implement student voice strategies. School administrators benefit from training that helps them implement structures and communication techniques that build trust between students and educators. Adults may need to shift mindsets around existing power structures that tend to invalidate student opinions and contributions. In order to shift this paradigm, teachers and administrators must be open to change.

Restructure school schedules to build in time for students and teachers to share perspectives and discuss school policies. To effectively incorporate student perspectives in school policies, students and teachers need time to discuss challenges and develop solutions related to instruction, school climate, and other school policies.

Conclusion

Studies show that people who take initiative and demonstrate leadership skills are more likely to succeed in their careers.⁸⁷ Yet schools do not always foster those very qualities-sometimes they even stifle them. Numerous surveys show that students do not feel engaged in school, especially in later years, which can be an impediment to success in their academic career. Therefore, ensuring that all students are engaged by increasing access to rigorous coursework and providing the necessary supports for success is paramount. Equally important is the need to ensure students have a voice in their education. Schools should empower students to influence instruction, school climate, and education policies. In addition, teachers, school administrators, and policymakers should adopt practices or structures that allow students to share their perspectives-and make their voices heard.

As noted in this report, many of the strategies to incorporate student voice are most effective when teachers or policymakers adopt them in combination with other strategies. However, schools and policymakers do not have to do everything at once. They can build upon existing strategies over time.

When it comes to strategy, implementation matters. Schools and policymakers should empower all students rather than a select few. Moreover, there must be a clear purpose to any student voice strategy in order to increase buy-in of adults and students. Finally, adults and students must trust each other and develop skills to build collaboration.

Across the country there are various examples where schools, districts, and states are meaningfully incorporating student perspectives. They are not only empowering students to share their perspectives-but they are also encouraging them to actively partner in transforming schools. Clearly, given their experience, more schools, districts, and states should follow suit.

About the authors

Meg Benner is a senior consultant at the Center for American Progress.

Catherine Brown is a senior fellow at the Center.

Ashley Jeffrey is a policy analyst for K-12 Education at the Center.

Acknowledgments

The authors would like to acknowledge several people who provided guidance and insights for this report. Helen Beattie, founder and executive director of UP for Learning; Seyma Dagistan, Ph.D. student in educational theory and policy at Pennsylvania State University (PSU); Ben Kirshner, associate professor at the University of Colorado Boulder; and Dr. Dana Mitra, professor of education in the Educational Theory and Policy Program at PSU, who generously reviewed and provided invaluable feedback on an earlier version of this report.

The authors would also like to thank Dr. Aaliyah El-Amin, lecturer and researcher at the Harvard Graduate School of Education (HGSE); Dr. Gretchen Brion-Meisels, lecturer at the HGSE; Dr. Meira Levinson, professor of education at the HGSE; Solicia Lopez, director of Denver Public Schools; Mark Murphy, founder of GripTape and former Delaware secretary of education; and Eric Toshalis, senior director of impact at KnowledgeWorks for connecting with them to discuss their research and work in the field.

Meg Benner

Senior Consultant

Catherine Brown

Senior Fellow

Ashley Jeffrey

Policy Analyst

# data[].attributes.attachment_link.description
This report outlines strategies to increase authentic student voice in education at the school, district, and state levels.

# data[].attributes.attachment_link.title
Copy of Well-being Board for Middle & High School 

# data[].attributes.attachment_link.readable_text
We all catch feelings from time to time. No matter our age , gender, background, or personality, we all feel the same feelings. But sometimes our Club members might not know how they are actually feeling or what to do about their feelings. That's where emotional check-ins can help!

Try to incorporate emotional check-ins into your program every day. For example, start off each day by doing a quick 1 minute check-in with youth as they enter your program space, again in the middle of program when you sense they are getting a little bit antsy, and at the end as you wrap up before they move on to their next activity. These emotional check-ins can be formal and structured, or informal and on the fly. The important thing is you are teaching your Club members to intentionally identify, reflect on, and share about their emotions. The check-ins give you the opportunity to get a sense of how members are feeling, and who might need a little more help.

Here are 5 easy emotional check-in ideas!

Internal Weather Report: Ask youth, "If your mood were the weather, what what would it be?" For example, if you're angry it could be a thunderstorm, or if you're happy it could be sunny. Give everyone a chance to think, then have everyone share with the group. They can choose to explain and elaborate on their feelings, or not.

Ask members, "Rank your mood today on a scale of 1 to 10, with 1 being the worst mood and 10 being the best." Have them share with the group by showing their ranking on their hands. They can choose to explain and elaborate on their ranking, or not.

Ask members , "If your current mood were a song or movie, what would it be?" For example, if you're having a great day your song could be "Happy" by Pharrell, or if you're grumpy your movie could be "The Grinch." Give everyone a chance to think, then have everyone share with the group. They can choose to explain and elaborate on their feelings, or not.

Ask members to think of their "high and low" of the day - this is the best thing that happened to them during the day, and the worst thing that happened to them. Give everyone a chance to think, then have everyone share with the group. They can choose to explain and elaborate on their feelings, or not.

Ask members to think of their "rose, bud, and thorn" of the day - this is the best thing that happened to them during the day (rose), something they're looking forward to (bud), and the worst thing that happened to them today (thorn). Give everyone a chance to think, then go around the circle and have everyone share with the group. They can choose to explain and elaborate on their day and feelings, or not.

Ultimately, it's important for youth to know that it is OK to feel how they are feeling - everyone experiences a range of emotions every single day. It's normal to feel sad, excited, angry, calm, or nervous every day, multiple times a day. What matters is how youth cope with these feelings.

Want more reflection and check-in ideas? Check out the YD Toolbox app!

What are your favorite emotional check-ins? What other activities do you use to help youth identify their emotional state? Share in the comments, on the BGCA Youth Development Facebook page, or email ClubXBlog@bgca.org!

# data[].attributes.attachment_link.description
Welcome Kate Endries, Director of Health & Wellness at BGCA, back to the ClubX Blog! We all catch feelings from time to time. No matter our age, gender, background, or personality, we all feel the same feelings. But sometimes our Club members might not know how they are actually feeling or what to do about...

# data[].attributes.attachment_link.title
Restorative Justice: Resources for Schools

# data[].attributes.attachment_link.description
Explore resources and case studies that demonstrate how to bring restorative justice to your school or classroom.

# data[].attributes.attachment_link.title
6 Ways to Check-In with Teens | Center for Adolescent Studies

# data[].attributes.attachment_link.description
Group work with teens can be both challenging and extremely rewarding. One of the responsibilities we as facilitators are charged with is mixing up content to curtail boredom-the feeling in youth that can easily snowball into disengagement, detachment, and less buy-in.

# data[].attributes.headline
What are Restorative Justice Circle and how can we use them?

# data[].attributes.subject
What are Restorative Justice Circle and how can we use them?

# data[].attributes.attachment_link.title
What Are Restorative Justice Circles, and When Can They be Utilized? | Rethink Together

# data[].attributes.attachment_link.description
Restorative justice circles are a great tool for building relationships and achieving goals. Here’s how you can use them in your classroom and beyond.

# data[].attributes.attachment_link.title
Connect Engage & Inspire Students Through H.E.A.L.I.N.G Classrooms

# data[].attributes.attachment_link.title
Yale Center for Emotional Intelligence: Mood-Congruent Learning with the Mood Meter

# data[].attributes.attachment_link.title
Social Emotional Learning (SEL) Resources for Staff

# data[].attributes.attachment_link.description
Cheney School District serves K-12th grade students and is located in Cheney, WA.

# data[].attributes.headline
John Muir Early College Virtual Wellness Site

# data[].attributes.subject
John Muir Early College Virtual Wellness Site

# data[].attributes.headline
Digital Desk Template with a touch of SEL

# data[].attributes.subject
Digital Desk Template with a touch of SEL

# data[].attributes.attachment_link.title
Copy of TEMPLATE: Blank Digital Desks With A Touch Of SEL

# data[].attributes.attachment_link.title
Grades 4-8; BIPOC, LatinX, Own Voice Fiction

# data[].attributes.attachment_link.description
#ownvoice authors writing female main characters

# data[].attributes.body
Pasadena HS Virtual Wellness Center

# data[].attributes.attachment_link.description
Welcome to Pasadena High School's Virtual Wellness Center, a comprehensive space for students and families to address any wellness needs. Take some time to explore the Center and if you have any questions, please feel free to contact us.

# data[].attributes.attachment_link.title
Copy of Template: Blank Digital Desk-Journal Style

# data[].attributes.attachment_link.title
Copy of High School Counseling Office ALL Boards

# data[].attributes.attachment_link.title
Positive Psychology and the Science of Happiness

# data[].attributes.attachment_link.description
Positive Psychology and the Science of Happiness: What are they and what's the difference? We take a look at the latest discoveries.