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Supporting & Responding to Students' Social, Emotional, & Behavioral Needs

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Supporting & Responding to Students' Social, Emotional, & Behavioral Needs

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Contracted Technical Assistance

Research

Midwest & Plains
Equity Assistance Center

Girls STEM Institute

Journals

Founded in 2011 by Executive Director Dr. Kathleen King Thorius, the Great Lakes Equity Center in the Indiana University School of Education-IUPUI is an organizational hub for an array of research, technical assistance, and educational resource development projects, including the Region III Midwest and Plains (MAP) Equity Assistance Center and the Girls STEM Institute. Collectively, we are committed to school and system transformation toward racial, disability, and other forms of educational justice.

Learn how we can support your equity efforts!

Request Assistance

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Founded in 2011 by Executive Director Dr. Kathleen King Thorius, the Great Lakes Equity Center in the Indiana University School of Education-IUPUI is an organizational hub for an array of research, technical assistance, and educational resource development projects, including the Region III Midwest and Plains (MAP) Equity Assistance Center and the Girls STEM Institute .

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Equitable Teaching: Activities for Equitable Classrooms

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Equitable Teaching: Activities for Equitable Classrooms

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Social & Emotional Learning Competencies 

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Social & Emotional Learning Competencies 

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Supporting & Responding to Educators' Classroom PBIS Implementation Needs

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Supporting & Responding to Educators' Classroom PBIS Implementation Needs

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The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2024 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this website do not necessarily represent the policy of the U.S.

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Develop a Comprehensive Classroom Behavior Management Plan

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Develop a Comprehensive Classroom Behavior Management Plan

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IRIS | Page 8: Develop a Comprehensive Classroom Behavior Management Plan

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Finally, teachers can prevent or minimize disruptive behaviors by creating a comprehensive classroom behavior management plan. Such a plan explicitly communicates to students (and their families) both how students are expected to behave and the consequences for not doing so. It also serves as a guid…

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Page 8: Develop a Comprehensive Classroom Behavior Management Plan

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Promoting Mental Health and Well-Being in Schools

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Promoting Mental Health and Well-Being in Schools

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An Action Guide for School and District Leaders

At a Glance

Schools are prioritizing students' mental health, and there are many tools and resources to choose from. CDC created this action guide as a place to start. It can help school and district leaders build on what they are already doing to promote students' mental health and find new strategies to fill in gaps.

The action guide describes six in-school strategies that are proven to promote and support mental health and well-being. For each strategy, the guide also describes approaches, or specific ways to put the strategy into action, and examples of evidence-based policies, programs, and practices.

Audience

School and district leaders of kindergarten through 12th-grade schools (K-12), including principals and leaders of student support teams.

Goal

Provide school and district leaders with strategies, approaches, and practices that can improve students' mental health.

CDC has identified six school-based strategies and associated approaches that can help prevent mental health problems and promote positive behavioral and mental health of students.

Multitiered Systems Of Support

Multitiered Systems of Support (MTSS) are used by many schools and districts to support different levels of students' needs. The strategies in this action guide can align with schools' existing MTSS to enhance the work schools have already started.

Why Schools?

Schools help promote the mental health and well-being of students through education, prevention, and early intervention efforts. They provide an opportunity to reach a large number of youth with strategies that can lessen the impact of negative experiences and improve students' health and well-being.

Schools can establish safe and supportive environments.

Schools can connect students to caring adults and encourage positive peer relationships.

Schools can give students mental health support and link them and their families to community behavioral and mental health services.

Schools that promote student mental health and well-being can improve classroom behavior, school engagement, and peer relationships. These factors are connected to academic success.

Additional Resources

Some of the strategies and approaches in this action guide may also improve other important health outcomes, such as experiences of violence and suicide. CDC has several Resources for Action for preventing violence.

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Promoting Mental Health and Well-Being in Schools

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Learn more about promoting student mental health and well-being in schools in CDC's action guide for school leaders.

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CASEL Social & Emotional Learning 3 Signature Practices Playbook

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CASEL Social & Emotional Learning 3 Signature Practices Playbook