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Where California Students in Foster Care Move Schools

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Where California Students in Foster Care Move Schools

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Improving Educational Stability and Outcomes for Students in Foster Care

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Improving Educational Stability and Outcomes for Students in Foster Care

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Improving Educational Stability and Outcomes for Students in Foster Care | American Institutes for Research

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AIR and the California Department of Education formed a research-practice-partnership to examine educational stability and outcomes for students in foster care, highlighting innovations and challenges.

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Monthly Trauma Informed Parenting Support Group

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Monthly Trauma Informed Parenting Support Group

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Birth, Baby & You Wrap is a home visiting service that is founded on the ideals of relational attachment and family centered approach. BBY Wrap is designed to support families through all the seasons of early parenthood and child development. This program is in partnershp with Healthy Families of America (HFA).

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Grass Valley Victor Community Support Services Grass Valley Victor Community Support Services Grass Valley is located in picturesque Grass Valley nestled among the other Nevada County cities of Nevada City, Lake Wildwood, Rough & Ready, Alta Sierra, North San Juan, Lake of the Pines, Cedar Ridge and outlying rural areas.

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Changes to California Lifeline Program - October 2025

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Changes to California Lifeline Program - October 2025

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Friends for Survival - Offering Help After A Suicide Death

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Friends for Survival - Offering Help After A Suicide Death

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We provide a variety of peer support services that comfort those in grief and encourage healing and growth, suicide bereavement support.

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If you’re in foster care (or used to be), it can be easier for someone to steal your identity—like using your info to get credit cards, loans, or run up bills. Your phone or online accounts could get hacked, costing you time, money, and a lot of stress.

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Identity Protection & Recovery Help Guide

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Are you or someone you care about struggling emotionally and need help right now? Call the Nevada County Crisis Line at (530) 265-5811 24/7/365 (scanning QR code will call number) or text "HOME" to 741741

Welcome to Mental Health Matters Nevada County! You may be visiting us for mental health resources for yourself, someone you care about or just to learn. We hope you find what you're looking for. If not, please contact us.

How to Get Help

Get help based on your insurance provider:

Other ways to get help:

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Mental Health Matters Nevada County - Talk, Listen, Connect

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Are you or someone you care about struggling emotionally and need help right now? Call the Nevada County Crisis Line at (530) 265-5811 24/7/365 (scanning QR code will call number) or text "HOME" to 741741 Welcome to Mental Health Matters Nevada County!

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Foster Youth Services District Liaison Training 2025

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Foster Youth Services District Liaison Training 2025

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Foster Youth Services Coordinating Program End Of Year Report 2024-2025

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Foster Youth Services Coordinating Program End Of Year Report 2024-2025

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FYSCP EOY Report 2024-25 - Responses _ SurveyMonkey

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Supporting Students in Foster Care: Online Training for District Personnel

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Supporting Students in Foster Care: Online Training for District Personnel

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Resources & Publications | California Foster Yo

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Safe Space - A Weekly Meetup for our Local Young Queer Community 

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Safe Space - A Weekly Meetup for our Local Young Queer Community 

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Nevada County Foster Youth Services Contacts

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Nevada County Foster Youth Services Contacts

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Melissa Balderston

Program Coordinator

530-478-6400 x 2020

mbalderston@nevco.org

Helena Heinzelman

Foster Youth Specialist

530-478-6400 x 2012

530-557-0976 (Work Cell)

hheinzelman@nevco.org

Carla Anderson

Data Technician

530-478-6400 x 2030

carlaanderson@nevco.org

Steven Thompson

Foster Youth Liaison

530-478-6400 x 2057

sthompson@nevco.org

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The Bridge Program is intended to act as a link to help eligible families successfully transition the foster child into high-quality subsidized child care in Nevada County.

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Supporting LGBTQ+ Students in Foster Care

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Supporting LGBTQ+ Students in Foster Care

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Supporting LGBTQ+ Students in Foster Care

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This toolkit spotlights the unique strengths and challenges students with involvement in foster care experience as they navigate the transition into college.

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5. CCCCO NextUp Dev Trauma Toolkit 2024.pdf

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Youth Empowerment Project & CASA Youth Fundraiser to Support Local Foster & Former-Foster Youth

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Youth Empowerment Project & CASA Youth Fundraiser to Support Local Foster & Former-Foster Youth

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We solve problems and complaints about foster youth rights violations and the care, placement, and services of youth in foster care.

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Addresses the complex issues and critical needs surrounding young traumatized children in the child welfare system and those who care for them. This webinar series discusses infants' and toddlers' unique needs within the child welfare system, which often do not receive adequate attention, and reviews a variety of issues relevant to very young children, their caregivers, and the individuals and systems charged with supporting their recovery from abuse and neglect.

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The National Child Traumatic Stress Network

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Addresses the complex issues and critical needs surrounding young traumatized children in the child welfare system and those who care for them.

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Supporting LGBTQ+ Youth: A Guide for Foster Parents

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Supporting LGBTQ+ Youth: A Guide for Foster Parents

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Explore how foster parents can support LGBTQ+ youth in the child welfare system. Learn about the unique risks these youth face and discover specific actions to create a welcoming and affirming home.

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We’re sorry, we can’t find the page you’re looking for. It might have been removed, changed its name, or is otherwise unavailable.

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Understanding Child Welfare and the Courts

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Understanding Child Welfare and the Courts

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Families involved with the child welfare system often engage with the judicial system. This factsheet provides general information about the legal process and informs families of their rights and responsibilities. It includes information about the different stages of court proceedings, how parents and family members can prepare for court hearings, and who and what to expect in the courtroom and throughout the various court processes.

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We’re sorry, we can’t find the page you’re looking for. It might have been removed, changed its name, or is otherwise unavailable.

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Frequently Asked Questions From LGBTQ+ Prospective Foster and Adoptive Parents

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Frequently Asked Questions From LGBTQ+ Prospective Foster and Adoptive Parents

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We’re sorry, we can’t find the page you’re looking for. It might have been removed, changed its name, or is otherwise unavailable.

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This factsheet provides a brief overview of the purposes and functions of the child welfare system. Child welfare systems typically receive and investigate reports of possible child abuse and neglect; provide services to families that need assistance in the safety and care of their children; arrange for children to live with relatives or with foster families when they are not safe at home; and arrange for reunification, adoption, or other permanent family connections for children and youth leaving foster care. A flowchart illustrates how cases typically move through the child welfare system.

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We’re sorry, we can’t find the page you’re looking for. It might have been removed, changed its name, or is otherwise unavailable.

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Links to State and Tribal Child Welfare Law and Policy

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Links to State and Tribal Child Welfare Law and Policy

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We’re sorry, we can’t find the page you’re looking for. It might have been removed, changed its name, or is otherwise unavailable.

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Kinship Care and the Child Welfare System

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Kinship Care and the Child Welfare System

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We’re sorry, we can’t find the page you’re looking for. It might have been removed, changed its name, or is otherwise unavailable.

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What is Child Welfare? A Guide for Educators

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What is Child Welfare? A Guide for Educators

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RCCS Tidbit of the Month: Gold Medal Resilience

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50 Years of Services to People With Serious Mental Illness

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How the case starts

Juvenile justice court cases start with the filing of a petition

The Probation Department or the District Attorney can file the petition. A petition asks the court to get involved. It says what the state thinks the youth did. It is the judge's job to decide if the petition is true.

The youth and their parents have the right to get a copy of the petition. Usually, victims and others do not have a right to a copy. The petition says what the child is accused of. It does not mean the youth is guilty.

A 16- or 17- year old accused of a serious offense could be charged in criminal adult court. The youth's, their parent's, and victim's rights are different in criminal court. Learn more

There is another type of petition, the 601 Petition. This is a less common type of petition. It says that a child ran away, skipped school, broke curfew, or continuously disobeyed their parents - things that are only against the law because they are done by children. If the judge decides the petition is true, the child can become a "ward" of the court and be called a " status offender."

The court process

Detention or initial hearing

This is the first court date. It's similar to an arraignment in adult court. At the hearing, the youth

Gets a lawyer if they don't already have one

Is told what they are accused of

Can enter a plea (for example, admit or deny what they're accused of)

If the youth is in custody, the judge will decide if the youth should be kept in custody or stay at home. Unlike in adult court, there is no "bail".

Can I talk to the judge in court?

Pretrial conference and motion hearings

These court dates may have different names, like a status or a settlement conference. The purpose is to see if the case can be settled or needs to go to trial. The attorneys can also discuss any issues about evidence (discovery). If one of them needs the judge to make a legal decision, they can file a motion to ask the judge to make a decision about an issue.

Transfer hearing: for those over 15 accused of a serious crime

If a youth is accused of committing a serious crime when they were at least 16 years old, they may have a court hearing so a judge can decide whether they should be tried as an adult in adult criminal court or stay in juvenile court.

Jurisdictional hearing: the trial

This is when a trial can happen. Or, the youth may admit some or all of the charges instead of having a trial. If the youth does admit, their lawyer will help them with what to say.

If there is a trial, the judge decides if the youth did what they're accused of. There is not a jury trial. The District Attorney must prove the youth did what they're accused of beyond a reasonable doubt. The youth's attorney will put on a defense.

If the judge decides there's not enough evidence to say the youth did what they're accused of, the case will be dismissed. The youth can go home.

If the judge decides the youth did what they're accused of, then the judge will decide what should happen (the "punishment"). This could be the same day or a later date.

Disposition hearings: judge decides what should happen (the "punishment")

At the disposition hearing, the judge will read a report written by the youth's Probation Officer. It may include statements from the youth, their parents, and others. If there is a victim, they may go to the hearing and speak. The victim (and the parents if the victim is a child) will get a notice about the hearing.

What's in the Probation report?

The judge may let the youth stay home but put them on probation. For example, the judge may:

Order the youth to stay at home with probation supervision for up to 6 months

Order the youth to stay home with formal supervision from a probation officer. The judge will set up the formal supervision and set rules the youth must follow.

What happens in probation?

The judge may also decide the youth can't live at home. The judge may:

Put the youth on probation and order that they live with a relative, in a foster home or group home, or in an institution. A probation officer must find a place for the youth to live.

Put the youth on probation and send them to a probation camp or ranch

Order the youth to a Secure Youth Treatment Facility

In rare cases, rather than transfer the case to adult criminal court, send the youth to the Division of Juvenile Justice (DJJ)

Get more information about group homes, probation camps and ranches, secure youth treatment facilities, and the DJJ.

Review hearings

Sometimes there are hearings to see how the youth is doing in their placement. Anyone who participated in the previous court hearings has a right to attend a review hearing.

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This section only has general information. If you need more information or advice, talk to a lawyer. How the case starts Juvenile justice court cases start with the filing of a petition

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Web Links
CA Courts: Guide to Juvenile Court
Legislation & Legal
WIC § 827
See section 2(A) regarding LEA notification of 602 status
JV-690 Sample
School Notification of Court Adjudication

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Before/After School Care - CA Ed Code Section 8482.6

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Before/After School Care - CA Ed Code Section 8482.6

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Ed Code 8482.6 requires fees to be waived for students in foster care if the program charges family fees for before/after school care.

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Every pupil attending a school operating a program pursuant to this article is eligible to participate in the program, subject to program…

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This CA education code requires foster students be given priority enrollment in before and after school programs.

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Priority Enrollment - CA Ed Code 8483.1(e)

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Priority Enrollment - CA Ed Code 8483.1(e)

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(e) A program shall inform the parent or caregiver of a pupil of the right of homeless children, foster children, and children eligible for free or reduced-price meals to receive priority enrollment and how to request priority enrollment.

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Also see the Every Student Succeeds (ESSA) page

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AB 1962 (2018) § 49085 and changes the definition of "foster youth" for state funding and accountability purposes by adding a dependent child of the court of an Indian tribe, consortium of tribes, or tribal organization who is the subject of a petition filed in the tribal court pursuant to the tribal court's jurisdiction in accordance with the tribe's law, provided that the child would also meet one of the descriptions in WIC § - 300 describing when a child may be adjudged a dependent child of the juvenile court.

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Best Interest Determination Meeting (BID)

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Best Interest Determination Meeting (BID)

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ESSA requires that State Education Agencies (SEAs) provide assurances that: students in foster care enroll or remain in the school of origin unless there is a determination that it is not in his or her best interest to attend the school of origin. The best interest determination must be based on all relevant factors, including appropriateness of the current educational setting and proximity to the school in which the child is enrolled at the time of placement.

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FYSCP HUB - Best Interest Determination (BID)

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ESSA requires that State Education Agencies (SEAs) provide assurances that: students in foster care enroll or remain in the school of origin unless there is a determination that it is not in his or her best interest to attend the school of origin.

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Child Family Team Meeting (CFT) Resources

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Child Family Team Meeting (CFT) Resources

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A CFT is a group of individuals that includes the child or youth, family members, professionals, natural community supports, and other individuals identified by the family who are invested in the child, youth, and family’s success.

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FYSCP HUB - Child Family Team (CFT) Mtgs

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A CFT is a group of individuals that includes the child or youth, family members, professionals, natural community supports, and other individuals identified by the family who are invested in the child, youth, and family’s success. The CFT composition always includes the child or youth, family

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Each LEA shall designate a staff person as the educational liaison for foster children. EC 48853.5(c). The educational liaison is responsible for the following: (1) ensure and facilitate the proper educational placement, enrollment in school, and checkout from school of foster children; and (2)

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LGBTQ+ Youth in the Foster System Fact Sheet

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LGBTQ+ Youth in the Foster System Fact Sheet

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Foster and Homeless Youth: Differences & Similarities within the Law 

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Foster and Homeless Youth: Differences & Similarities within the Law 

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Foster and Homeless Youth: Differences & Similarities within the Law 

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Foster and Homeless Youth: Differences & Similarities within the Law 

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Smooth Transitions Program for Transition Age Youth

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Smooth Transitions Program for Transition Age Youth

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Bear Yuba Land Trust Weekly Walking Series

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Bear Yuba Land Trust Weekly Walking Series

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I’d Rather Be Walking – Community Support Network of Nevada County (csnnc.org)

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See what is going on in the local communities of Nevada County

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Did you know you can get EXTRA money at the farmers’ market with your CalFresh EBT card?

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The Food Bank of Nevada County - Free Lunch Program

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The Food Bank of Nevada County - Free Lunch Program

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Nevada County Library Recreation Collection

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Nevada County Library Recreation Collection

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In alignment with the Nevada County Board of Supervisor's Recreation priority, The Nevada County Library's Recreation Collection is made up of items meant to be used to increase social equity and encourage recreation. The Recreation Collection envisions the library as a community space where access to the means of socialization is just as important as the free and unimpeded exchange of information.

Recreation Collection Borrowing Policy:

Recreation Collection items may be placed on hold and picked up at your desired library location.

Recreation Collection items check out for one week and there is no renewal.

Patrons are financially responsible for the replacement of damaged or lost items.

Recreation Collection Waiver must be signed in order to check out materials from this collection

What you can check out from the Recreation Collection:
Search the online catalog for "Recreation Collection" to view a complete list
Outdoor Games

Cornhole Set

Spikeball Kits

Giant Connect Four

Giant Stacking Tower

Bocce Ball Set

Badminton Set

Pickleball Kit

Tennis Kits

Disc Golf Set

Outdoor Equipment

Musical Instruments & Equipment

Full Size Fender Acoustic Guitar

3/4 Size Gretch Acoustic Guitar

Portable record player

Board Games

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Check out outdoor games, sports equipment, musical instruments and more with the Recreation Collection!

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All staff with access to student data should be trained regarding the Family Educational Rights and Privacy Act (FERPA) and basic data security best practices. This is a 40 minute training session.

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FERPA 101: For Local Education Agencies | Protecting Student Privacy

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This online training course was developed by the Student Privacy Policy Office’s Privacy Technical Assistance Center as an introduction to the Family Educational Rights and Privacy Act (FERPA), and its requirements relating to the privacy and security of Personally Identifiable Information (PII) in…

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Behavioral Health Virtual Services Platform Launch

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Behavioral Health Virtual Services Platform Launch

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Foster care has its own confusing language. We've got you.

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You’re not alone if you don’t know the words below: most young people — even many adults — don’t know them, either.

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Liberation Institute - Telehealth Therapy

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Liberation Institute - Telehealth Therapy

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Are you ready to connect with our team to schedule your first session?

Click the link below to complete our intake form.

A Non-Profit Organization

Sometimes we all need a little help. Kindred Heart Therapy Group is a place where loving-kindness reigns; where labels and diagnoses are simply bits of information on your journey towards greater health and happiness. Our clinicians create treatment plans in partnership with your values and our experience.

Are you ready to connect with our team to schedule your first session?

Click the link below to complete our intake form.

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Therapy | Kindred Heart Therapy | California

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Kindred Heart Therapy Group offers counseling services for low-income families in our community.

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We offer a quiet, co nfidential place to pause and reflect upon your life - where you are now, where you want to go, and how you will get there.

Counseling encourages you to take responsibility for the quality of your life as you develop the understanding and strength to make the best possible decisions. Counseling expands awareness. It provides an opportunity for you to discover your own voice and find the courage to express it. Counseling can help you make sense of your past and use it to your advantage in the future.

You may have tried, unsuccessfully, to manage your problems on your own. Counseling uncovers underlying issues that may block your ability to do what you know you need to do. Anew Day can help you develop skills and strategies needed to make your life meaningful and your relationships rewarding.

If you need help, we are here to provide a warm, caring, confidential environment where you can explore your thoughts and feelings and get back on the road to feeling better about your situation and yourself.

We need your support as we serve our community! If you would like to donate, click on the button to the right. To learn more about other ways to support our mission,

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Counseling | Anew Day | Nevada County, CA

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Anew Day offers free lay counseling and affordable professional therapy for individuals, couples, families, and groups.

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NAMI Family Support Group is a peer-led support group for family members, caregivers and loved ones of individuals living with mental illness.

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The Midwest Study is a collaborative effort among the public child welfare agencies in the threeparticipating states (Illinois, Iowa, and Wisconsin), Chapin Hall at the University of Chicago, Partners forour Children at the University of Washington, and the University of Wisconsin Survey Center. Itspurpose is to provide states with the first comprehensive view of how former foster youth are faring as

they transition to adulthood since the John Chafee Foster Care Independence Act of 1999 became law.

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Students Experiencing Homelessness and in Foster Care regarding:

1.Transportation to School of Origin for Children in Foster Care

2.Definitions of Homeless Status and Foster Care Status for Report Cards

3.High School Graduation Rates for Youth Experiencing Homelessness and Youth in Foster Care

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All County Notice to Include Education in CFTs

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Foster Youth Postsecondary Education Planning Resources: FOR YOUTH

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Foster Youth Postsecondary Education Planning Resources: FOR YOUTH

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Foster Youth Postsecondary Education Planning Resources: FOR YOUTH | JBAY

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These step-by-step guides are designed to assist California's youth between grades 9-12 with experience in foster care to achieve their college and career g ...

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Meeting Children Where They Are: The Neurosequential Model of Therapeutics - National Council For Adoption

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Meeting Children Where They Are: The Neurosequential Model of Therapeutics - National Council For Adoption

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Perry's Sequence of Engagement is guided by the understanding that when the lower brain is not regulated, well-organized, and efficient the higher brain regions such as the cortex cannot function optimally. When kids are dysregulated or upset, they have little access to the cortex's logic, insight, and reason. Youth with complex trauma histories often struggle with poor behaviors related to low-brain dysregulation, particularly in the areas of sensory integration and self-regulation. In traumatized kids, over-reactions to sounds and touch, hyperactivity, or an inability to smoothly change activities and make transitions are all common behaviors. The NMT helps us recognize these behaviors for what they are: the result of the child's low-brain dysregulation and sensitized stress response system. Unfortunately, when children are in distress and even in full-on meltdown mode, most parents, teachers, and even therapists are trained to view these behaviors as deliberate choices and respond with "top-down" cognitive approaches. These techniques put us squarely against the brain's natural survival functions, and more importantly, they just do not work. No amount of talking, reasoning, or reminding a child of the rules ends a meltdown. Until the child is regulated, they cannot reason.

When my son was a preschooler, he had a particularly ugly meltdown in the grocery store. As he lay kicking and screaming in the cereal aisle, I used every parenting technique I had been taught. I redirected, ignored, counted to 10, calmly explained the consequences of his actions, firmly explained the consequences of his actions, then angrily told him he was making me sad and that I was very, very disappointed in him. Nothing worked. I finally picked him up, and we left the store. The next day as I described the situation to his therapist, complaining that my 4-year-old child with a history of neglect and food insecurity, "Just didn't respond to reason," the gentle and wise clinician placed her hand on top of mine and replied, "Yes, that's true, but remember, you can't teach a drowning child how to swim." She explained that what I saw as a defiant meltdown after being told no to sugary cereal in the grocery store was my son's sensitized stress response system reacting to the fear of not getting his needs met. My lectures, well-thought-out explanations, and attempts to convince him through the threat of consequences would never work. To have full access to the logical, rational parts of the brain, the low brain must be regulated.

When we use the NMT as our guide, we focus foremost on regulation through the body and the senses. Engaging with kids through sensory activities like snuggling under a weighted blanket or swinging in a hammock or through movement such as taking a walk or jumping on a trampoline is vital to regulation. Patting my son's back in a slow yet steady rhythm, removing the sensory stimuli of the bright and noisy arcade-these regulate him. Lecturing him about the consequences of his "bad choices" and asking him to reflect on how his behavior impacted me in the grocery store only escalated him.

First, we regulate, then we relate. Relationships are vital in creating a sense of safety and security in children with trauma histories. Adult regulation in the face of the child's distress and misbehavior is critical. It is easy to become frustrated, irritated, and angry with youth who appear defiant and non-compliant. Yet, it is imperative for adults to maintain a calm, regulated presence in these moments. An angry expression, loud voice, or threatening body posture do not create a sense of safety or positive behavioral change but will typically increase the child's fear and agitation, leading to even more escalation.[3] Building co-regulation, a state where the adult's calm, caring presence helps soothe the child, is integral to healing interactions with traumatized kids.

It is only after regulation and relationship that we can begin to reason. This means kids (and adults) must be calm, regulated, and feel safe before they can start the process of learning from or reflecting on their behavior. Only when the child is in this state can they think about what they did, attempt to understand why they did it, repair the mistakes, and reflect on how to avoid these situations in the future. In the reason state, the child can think and talk about what happened, noticing-like my son at the arcade-how emotions, sensations, or the environment may have played a role in their behavior. It took a lot of time to build a strong, healthy relationship and a great deal of commitment to finding the most effective regulation techniques for my son, but his healing, growth, and tenacity were apparent that June day, as The Sequence of Engagement unfolded in real time.

Dr. Perry's 6 R's

The 6 R's are a framework for creating the rich developmental experiences needed to heal trauma. Deeply weaving these tenants into our teaching, treatment, and parenting gives us the decision-making tools to support and strengthen development and mitigate adverse experiences.

1. Relational (safe)

The importance of relationships in healing early trauma and broken attachments cannot be overstated. It is only in the context of relationships that a child's most critical developmental skills are learned. This is readily apparent when we think about how children learn language. It is only through the relational interaction of a parent talking to them or hearing conversation between adults that infants learn how to speak. Children with histories of maltreatment, neglect, chaotic caregiving, or broken attachments often struggle to feel safe, trust others, or participate in healthy relationships.[4] Because of this, it is critical for adults who care for and work with traumatized children to prioritize relationships. Only when children feel safe and connected can they can learn new skills, grow, and heal.

Tips for building strong relationships:

We all long to be seen, heard, and understood. Even when kids are misbehaving or dysregulated, adults can engage with empathy, validating their feelings and assuring them that they are not alone in their distress.

Approach challenging behavior with curiosity, not judgment. Asking a child how you can help or what they need gives us valuable insight into their behavior. Judging behaviors often leads us to assumptions about the child's motivations or character.

Be aware of your facial expressions and tone of voice. Children who have been abused and neglected often perceive neutral faces as angry and demonstrate poor recognition of the meaning of facial expressions overall.[5]

While traumatized kids crave relationships, the intensity of emotional closeness can often be overwhelming or triggering, causing them to shut down or even lash out. When seeking relational opportunities with youth, adults should allow them to have as much control as possible. While we often think connection means looking each other in the eye and sharing our most profound truths, this kind of interaction can be incredibly overwhelming for children with attachment challenges or trust issues. Being side by side, sharing an experience, or completing activities in the same space, and offering, not forcing, interaction, can break down the barriers that children who have lived with trauma and neglect have built to protect themselves.

2. Relevant (developmentally matched to the individual)

Adversity and trauma cause children to have lagging skills in multiple developmental realms; for this reason, we must meet kids where they are. While it sounds simple, this is often incredibly frustrating for parents and professionals who feel children should perform at their chronological age level rather than their developmental age. Carefully observing, reflecting on, and recognizing a child's strengths and weaknesses helps adults have reasonable expectations and know the right times to challenge a child and stretch their skills. In his book What Happened to You? Conversations on Trauma, Resilience, and Healing, co-written with Oprah Winfrey, Dr. Perry states, "It really is never too late. Healing is possible. The key is knowing where to start the process. And matching the developmental needs of the person."[6]

Tips for creating developmentally relevant interactions

Invest in a new way of thinking. When adults see misbehaviors as lagging skills, they are more apt to respond with kindness and support rather than anger and punishment. Parents, educators, and clinicians must focus their interventions on teaching and strengthening skills rather than shaming kids for their mistakes.

Have flexible expectations. Remember that stress makes it more challenging to learn and perform. Drop rigid expectations and increase support, especially when children are in new environments, making transitions or among overwhelming sensory stimuli.

Take note of your child's lagging skills and strategize about what they might need for support. If you know that loud or chaotic environments or events with lots of relational expectations lead to meltdowns and misbehavior, make sure to plan carefully. Packing a go-bag of sensory tools like fidgets, noise-canceling headphones, crunchy snacks, and chewing gum; remembering to take plenty of breaks during challenging activities; and planning for a quick exit if things get rough can be lifesaving.

3. Repetitive (patterned)

Repetition is essential for creating changes in the brain. This neuroscientific principle is often expressed by the phrase, "neurons that fire together, wire together." Patterned, repetitive experiences are the basis of all therapeutic and educational growth. Caring adults must provide many opportunities for kids to strengthen their skills and experience safe and healthy relationships. Repetition creates strong neural associations, so the more developmentally rich experiences we can create for our kids, the stronger and more resilient their brains become.

Tips for incorporating repetition:

Make the child's life predictable. Routines and consistency create safety and regulation. Have daily schedules, let your child know what's coming next, and provide structured activities that are not overly rigid but feel consistent and supportive.

Repeat expectations often, even in situations that are common or familiar. For example, while parking the car before having dinner at a restaurant, remind children that they will need to remain in their seats and chat with the family, color or draw, or that they may ask you to take them for a walk while waiting for the food.

Create multiple opportunities for youth to engage in positive relational interactions. Promoting healthy connections with teachers, coaches, community, and family members allows kids to create new beliefs about themselves, others, and the world. Relationships re-wire the brain.

4. Rewarding (pleasurable)

The human brain is highly motivated by pleasure. We all understand that if an activity or relationship feels good, we want to do it. If it does not feel good, we are not likely to seek it out or may even actively avoid it. When children receive an intrinsic reward, they will typically return to the activity or relationship over and over, without the adult even prompting them. Reward leads to repetition!

Tips for creating rewarding developmental experiences:

Set aside time for play. Play performs multiple essential roles in child development. It strengthens the imagination; allows children to explore relationships and learn social skills; and helps with problem-solving and physical development. For kids recovering from maltreatment, play can be a way to express big emotions and fears and a safe means to connect with adults. Think of play-time as a way to build your child's skills, form or deepen relationships, and stimulate growth after trauma. Simply adding five minutes of child-directed play to your daily to-do list can develop your child's confidence, relationships, and resilience.

Use children's interests and preferences to provide opportunities for learning and connection.

5. Rhythmic (resonant with neural patterns)

In a 2018 interview, Dr. Perry said, "One of the most destructive effects of trauma is when the stress response systems of the brain become dysregulated...patterned, rhythmic, repetitive activity can restore regulatory balance."[7] Patterned, repetitive activities get the body ready to learn by balancing and organizing the low brain. Remember, rhythm regulates.

Tips for incorporating rhythm in your interactions:

One of the most common rhythmic regulation techniques is rocking and singing to an infant. While you may not rock an 11-year-old, you can listen to or make music with him. Creating calming playlists for your home, classroom, or office (songs with 60-80 beats per minute are recommended as they mimic the rate of the human heartbeat); choosing a transition song to play when shifting activities; or working together to create a chant, poem, or rap are some doable and straightforward examples of rhythm at work.

Playing handclapping games or reciting poetry and nursery rhymes are great ways to spend long car rides or time waiting in lines.

Do not wait until kids are dysregulated. Be proactive. Add planned rhythmic activities such as dancing, drumming, swinging, walking, and breathwork into the day to keep both children and adults regulated.

6. Respectful (of the child, family, and culture)

All trauma-sensitive interactions must be based on a deep respect for the child, family, and culture. Perry writes, "Marginalization is a fundamental trauma."[8] Dismissing or invalidating the experiences of an individual or group creates dysregulation and a lack of safety. Environments that foster respect for the whole child promote growth, healing, and resilience.

Tips for respectful developmental interactions:

Remember that children's emotions are real and valid. It's easy to dismiss children's feelings as silly or inconsequential, particularly if they are communicated in ways that feel irritating or over-the-top to adults. Relationships are strengthened when adults can co-regulate, actively listen, reflect the child's thoughts and feelings, and communicate empathy.

Be aware of the impact of race and culture on adopted children's identities. Research indicates that raising transracially adopted children to be "colorblind" or ignore racial differences often causes them to feel "racially alienated with an unavoidable experience of racial stigma that was invalidated by parents."[9] Providing children with racial mirrors, initiating conversations about race, and learning from adult transracial adoptees is crucial for adoptive parents.

I spend far more time making dinner and driving kids to school than I do studying the inner workings of the human body, yet over the past decade I've watched my son's brain grow. I've seen his sensitized stress response system become less reactive and more responsive through rhythmic, repetitive activities. I've watched his attachments grow as his relationships increased, both in number and in quality, and I've seen our family and this amazing boy make the leap from surviving to thriving. I'm a mom, not a neuroscientist, but the Neurosequential Model allows me to think like one, to meet my kids where they are, and to celebrate them as they heal and grow.

Further Resources to Explore

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Meeting Children Where They Are: The Neurosequential Model of Therapeutics - National Council For Adoption

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In this practical introductory guide to Dr. Bruce Perry's Neurosequential Model of Therapeutics, learn how adoptive parents and professionals can implement the wisdom of the NMT, particularly The Sequence of Engagement and the 6 R's, by using practical neuroscience to guide their everyday work with and care for children and youth who have experienced trauma.

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Crisis Care Services and Support | Nevada County, CA (nevadacountyca.gov)

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We provide former foster youth in California with Dependency Letters (also called Verification Letters or Ward of the Court

Letters) from the office of the Ombudsperson.

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California's Mental Health App for 13 - 25 year olds

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California's Mental Health App for 13 - 25 year olds

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Soluna | California's Mental Health App for 13 - 25 year olds

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Soluna is a free mental health service for 13 - 25 year olds in California. Chat confidentially with 1:1 coaches or explore tools. Download Soluna today.

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Stanford’s REACH Lab is well known for our primary prevention education curriculum and resources, including our Tobacco Prevention Toolkit and our Cannabis Awareness and Prevention Toolkit.  To be clear, first and foremost, prevention of any drug use is key and our priority.

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Why A Comprehensive, Harm-Reduction Based, Drug Intervention Curriculum?

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Free Resources to Support Youth and Families in California

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Free Resources to Support Youth and Families in California

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What Trauma Can Look Like in the Classroom

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What Trauma Can Look Like in the Classroom

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What Trauma Can Look Like in the Classroom

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What Trauma Can Look Like in the Classroom

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Vicarious Trauma AKA Secondary Trauma Definitions

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Vicarious Trauma AKA Secondary Trauma Definitions

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Recognizing & Treating Child Traumatic Stress Resources

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Recognizing & Treating Child Traumatic Stress Resources

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Learn about the signs of traumatic stress, its impact on children, treatment options, and how families and caregivers can help.

Types of Traumatic Events

Childhood traumatic stress occurs when violent or dangerous events overwhelm a child's or adolescent's ability to cope.

Traumatic events may include:

Neglect and psychological, physical, or sexual abuse

Natural disasters, terrorism, and community and school violence

Witnessing or experiencing intimate partner violence

Commercial sexual exploitation

Serious accidents, life-threatening illness, or sudden or violent loss of a loved one

Refugee and war experiences

Military family-related stressors, such as parental deployment, loss, or injury

In one nationally representative sample of young people ages 12 to 17:

8% reported a lifetime prevalence of sexual assault

17% reported physical assault

39% reported witnessing violence

Also, many reported experiencing multiple and repeated traumatic events.

It is important to learn how traumatic events affect children. The more you know, the more you will understand the reasons for certain behaviors and emotions and be better prepared to help children and their families cope. Learn more about the types of trauma and violence and types of disasters.

Signs of Child Traumatic Stress

The signs of traumatic stress are different in each child. Young children react differently than older children.

Preschool Children

Fearing separation from parents or caregivers

Crying and/or screaming a lot

Eating poorly and losing weight

Having nightmares

Elementary School Children

Becoming anxious or fearful

Feeling guilt or shame

Having a hard time concentrating

Having difficulty sleeping

Middle and High School Children

Feeling depressed or alone

Developing eating disorders and self-harming behaviors

Beginning to abuse alcohol or drugs

Becoming sexually active

For some children, these reactions can interfere with daily life and their ability to function and interact with others.

Impact of Child Traumatic Stress

The impact of child traumatic stress can last well beyond childhood. In fact, research shows that child trauma survivors are more likely to have:

Learning problems, including lower grades and more suspensions and expulsions

Increased use of health services, including mental health services

Increased involvement with the child welfare and juvenile justice systems

Long term health problems, such as diabetes and heart disease

Trauma is a risk factor for nearly all behavioral health and substance use disorders.

What Families and Caregivers Can Do to Help

Not all children experience child traumatic stress after experiencing a traumatic event, but those who do can recover. With proper support, many children are able to adapt to and overcome such experiences.

As a family member or other caring adult, you can play an important role. Remember to:

Assure the child that he or she is safe. Talk about the measures you are taking to get the child help and keep him or her safe at home and school.

Explain to the child that he or she is not responsible for what happened. Children often blame themselves for events, even those events that are completely out of their control.

Be patient. There is no correct timetable for healing. Some children will recover quickly. Others recover more slowly. Try to be supportive and reassure the child that he or she does not need to feel guilty or bad about any feelings or thoughts.

Review NCTSI's learning materials for parents and caregivers, educators and school personnel, health professionals, and others.

Treatment for Child Traumatic Stress

Even with the support of family members and others, some children do not recover on their own. When needed, a mental health professional trained in evidence-based trauma treatment can help children and families cope with the impact of traumatic events and move toward recovery.

Effective treatments like trauma-focused cognitive behavioral therapies are available. There are a number of evidence-based and promising practices to address child traumatic stress.

Each child's treatment depends on the nature, timing, and amount of exposure to a trauma.

Review Effective Treatments for Youth Trauma - 2004 (PDF | 55 KB) at the National Child Traumatic Stress Network.

Families and caregivers should ask their pediatrician, family physician, school counselor, or clergy member for a referral to a mental health professional and discuss available treatment options.

More Ways to Find Help

Many U.S. agencies and other groups offer research and support related to child traumatic stress.

Government Websites

Other Organizations

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Recognizing and Treating Child Traumatic Stress

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Learn about the signs of traumatic stress, its impact on children, treatment options, and how families and caregivers can help.

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Burnout. We're all experiencing it and we're all desperate for a way through it. In this episode, I talk to Drs. Emily and Amelia Nagoski about what causes burn

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Brené with Emily and Amelia Nagoski on Burnout

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Brené with Emily and Amelia Nagoski on Burnout

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Brené with Emily and Amelia Nagoski on Burnout and How to Complete the Stress Cycle

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Nevada County Children's Behavior Health Referral 6-20 Years 

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Nevada County Children's Behavior Health Referral 6-20 Years 

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REFERRAL INFORMATION FORM - Children and Youth Ages 0-5

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Please click the link to complete this form.

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Nevada County Children's Behavior Health Referral 0-5 Years

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Nevada County Children's Behavior Health Referral 0-5 Years

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REFERRAL INFORMATION FORM - Children and Youth Ages 6-20

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Please click the link to complete this form.

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The California Training Institute (CalTrin) is passionate about advancing child abuse prevention through science-based, professional development and extended learning. CalTrin training is designed for staff of family strengthening and child abuse prevention organizations in California, including Family Resource Centers, Child Abuse Prevention Councils, community-based organizations, and other child- and family-serving systems.

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- Supporting child abuse prevention in California through professional development and extended learning

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California Training Institute CalTrin home page

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The California Training Institute (CalTrin) provides webinars, training and resources to child abuse prevention organizations across the state of California free of charge.

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CSA Mandala for Systems Change Worksheet

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CSA Mandala for Systems Change Worksheet

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Information Sharing Letter between Child Welfare Services & Local Education Agencies

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Information Sharing Letter between Child Welfare Services & Local Education Agencies

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Car Emergency Kits

Everyone should carry a Winter Emergency Kit for their car, it could save your life and the life of your passengers. Getting caught unprepared in the winter can mean the difference between life and death. Emergency assistance delays happen during periods of extreme weather, and rescue may take hours. When assembling a Winter Emergency Kit expect the worst weather conditions. Here are a few websites with supply lists to get you started:

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Regardless of the severity of a winter storm, you should be prepared in order to remain safe during a winter storm.

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Be Ready for Wildfire | Nevada County, CA

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Register for CodeRED Emergency Alerts

CodeRED is an opt-in notification system used by the County of Nevada to notify residents in an emergency. These alerts may be received as text, email, landline, cell phone, and TTY. Message and data rates may apply to sent and/or received texts. Click the button to the right to begin the registration process.

Need assistance registering?
Contact 211 Connecting Point by dialing 2-1-1 or 1-833-342-5211.

Need assistance logging back into your account?
Please contact the CodeRED Emergency Alert Customer Support team at crsupport@onsolve.com or 866-939-0911 x1, Monday-Friday 6 am-3 pm.

Notification Opt-out
Have you moved away? Would you like to opt-out of notifications? Visit the Notification Opt-Out page to disenroll in CodeRED Emergency Alerts.

Add CodeRED to your contacts:

Emergency calls will originate from (866) 419-5000.

Non-emergency calls will originate from (855) 969-4636.

Texts will originate from different numbers depending on the cellular service provider.

CodeRED Emergency Alert Managed Account Overview

CodeRED Mobile Alert App Overview

NOTE: CodeRED emergency alerts will not be sent for every fire in Nevada County. They are used when a fire is deemed a serious potential threat to life and property (WARNING) or an immediate threat to life (ORDER). The Nevada County Sheriff's Office is charged with carrying out evacuations countywide. During an active incident, they are in close communication with fire personnel who are on scene. Many factors are considered when determining whether an evacuation WARNING or ORDER is issued such as the size of the fire, rate of spread, number of available suppression resources, wind, temperature, topography, and proximity to residences.

No Guarantee

Monitor local media too. Code Red emergency alerts only work when cell phone towers and telephone lines are working. There is no guarantee you will receive an alert during an emergency.

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CodeRED is an opt-in notification system used by the County of Nevada to notify residents in an emergency. These alerts may be received as text, email, landline, cell phone, and TTY. Message and data rates may apply to sent and/or received texts. Click the button to the right to begin the registration process.

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Genasys Protect helps you stay safe in an emergency and keeps you safe wherever you go. The data in Genasys Protect comes straight from your local officials, and can tell you about danger nearby and how to stay safe.

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Cameron’s Collection, a collection of eBooks, to help academic libraries privately support students' mental health with health and wellness information—including where to find professional help, mental health services, support groups for mental health issues, and counseling.

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NJUHSD Wellness Guide - Virtual Library - Cameron's Collection