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This article includes a lot of information about the LGBTQ community to help educators become informed. As a member of the community, the thing I found most helpful is the information regarding student rights. I will use this to ensure that student rights are not being infringed upon. This is also a good resource to give to teachers who want to become better allies.

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Meet the Experts
Dr. Deb Cohan
Dr. Deb Cohan, Assistant Professor of Sociology at University of South Carolina Beaufort with a specialization in Gender Studies. Former Board of Directors member at PFLAG.
Eugene Patron
Eugene Patron serves as the communications and marketing director for the Point Foundation. He focuses on creating connections and awareness and building support for a variety of causes and communities.

Introduction

According to the National School Climate Report, 86 percent of LGBTQ youth reported being harassed at school, compared to 27 percent of students overall. School years can be challenging for all students, yet those who identify as LGBTQ often face additional pressures or concerns. Within this guide, LGBTQ students can find resources and information about support systems available to help them navigate both high school and college environments.

A Safe Place to Learn

Incidents can take many forms, including physical harassment, emotional or mental abuse, stronger violence, or discrimination. As the Internet has grown to include the use of various social media platforms, cyber bullying has become an issue. Bullying Statistics found that 42 percent of LGBTQ youth have experienced cyber bullying, a rate three times higher than other students.

There is hope to shift the tide; GLSEN found that half of all youth don't understand that discriminatory language is hurtful, nor do they realize the negative consequences their words have specifically on LGBTQ youth. A few things everyone can do to maximize support for LGBTQ teens and college students include:

Create a supportive community

1 Many schools have student or faculty-led groups that champion and empower the LGBTQ community and align them with straight allies. These groups often promote advocacy and education for the larger student body and provide an outlet for socializing, finding support and encouragement, and talking about the challenges faced on and off campus.

LGBTQ students are also encouraged to seek out mentors on their campus who can not only speak to higher administration on their behalf, but also provide a listening ear and an older voice on the challenges they commonly face.

Create a supportive school campus

2 As further statistics and research emerge about the damaging effects of LGBTQ discrimination on school campuses, many are taking an active stance against prejudiced behavior. Whether enacting policies and disciplinary protocol for those who engage in this behavior or educating all students about the importance of equal rights for all students, a number of colleges are leading the charge in shifting thought and action. These institutions often have LGBTQ offices that encourage student advocacy, alumni relations, media awareness, and faculty support. These organizations may also hose events to educate the wider campus and provide counseling services to students facing discrimination. Advocate pulled together a list of the Top 10 trans-friendly colleges in America.

Build outside resources

3 Outside of campus-based programs and offices, there are many local community and online resources that help to create more welcoming learning and living environments for LGBTQ students. Whether operating as a national organization with local chapters or an individual center, these programs will often work alongside colleges to help students find housing, employment, and healthcare services.

LGBTQ+ Resources for All Students

In addition to numerous LGBTQ organizations focused on particular age groups, many general programs and initiatives exist, which seek to bolster community, encourage positive dialog, and ultimately security greater equality. Some of the best nationally recognized initiatives are listed in this section.

CenterLink
Founded with the mission to build sustainable LGBTQ community centers, this organization now has over 200 locations in 46 states and five countries. Aside from strengthening local LGBTQ communities, the organization also provides networking, technical assistance and training, and capacity building services.

GLAAD
With a national focus on leading conversations about equality for the LGBTQ community and informing the media narrative, this organization works with news and entertainment media of all formats and communications and digital strategy outlets to ensure the public is provided with powerful stories about the LGBTQ community that advocates for greater equality.

Gay & Lesbian International Sport Association
With an international reach, GLISA brings together international sports federations, human rights organizations, associations representing sport teams, clubs from major regions, and other stakeholders to facilitate partnerships for building bridges between sports and the LGBTQ community.

Gay, Lesbian and Straight Education Network
GLSEN's mission is simple: to ensure every member of school communities feel respected, regardless of their sexual orientation. This is accomplished through educating teachers, students and the public about the common pressures faced by LGBTQ students and working to remove barriers to success.

Get Equal
GE focuses on equipping the LGBTQ community and their allies to fight against inequalities and to push for progressive change. Whether organizing direct action efforts, hosting local community meetings, training members in tactics of direct action or providing professional consulting, the organization is committed to continuously fighting for equality.

Human Rights Campaign
HRC is the largest organization fighting for the civil rights of lesbian, gay, bisexual and transgender Americans. The organization currently has over 1.5 million members, all focused on making true equality for all possible. The organization has a number of research publications outlining equality indexes on areas such as healthcare, employers, states and corporations.

Matthew Shepard Foundation
By erasing hate and building compassionate and accepting communities, the Matthew Shepard Foundation hopes to empower LGBTQ individuals to challenge and address discriminatory behavior in their schools, neighborhoods and homes.

National Center for Transgender Equality
Identifying as America's premier social justice advocacy organization for transgender individuals, NCTE works at the federal, state and local levels to leverage political capital and change laws encouraging discriminatory behavior. The organization has a particularly helpful "Know Your Rights" section of their website with information on housing, healthcare, employment, and more.

National Gay & Lesbian Task Force
Since 1973, NGLTF has focused on building the political capital of the LGBTQ community through activist training, advancing pro-LGBT legislation and raising the profile of LGBTQ interests and causes. The organization is also an excellent resource for learning about the beliefs and platforms of those running for public office in regards to LGBTQ interests.

PFLAG
Through support, education and advocacy efforts, PFLAG seeks to unite the LGBTQ community with friends, families and allies. By doing so, the organization hopes to further equality efforts and lessen discriminatory practices. Currently, there are more than 350 chapters and over 200,000 members.

TransYouth Family Allies
TYFA is focused on supporting children and families to create support systems offering encouragement and acceptance regardless of sexual orientation. Main areas of work include educating the public about discrimination, working to eliminate oppression and violence, and forming alliances to ensure support services are in place for LGBTQ individuals.

The organization has a number of outreach initiatives and resources to accomplish this mission.

LGBTQ+ Teens

Research has shown that LGBTQ students, no matter their level of education, have historically faced higher levels of discrimination than their straight peers. These numbers tend to be at their highest during the middle and high school years. A groundbreaking report by the Human Rights Campaign found that LGBTQ youth are twice as likely to have been physically assaulted, kicked or shoved at school. Meanwhile, 92 percent of LGBTQ students say they hear negative messages about being LGBTQ. Top sources for negative comments include school, the Internet and fellow students.

No student should ever have to experience discrimination or negative behavior, regardless of their sexual orientation. This becomes increasingly important as students start thinking about post-secondary options. A recent report found that nearly 14 percent of LGBTQ students who receive frequent verbal harassment decide not to go to college. Fortunately, many people believe this and countless organizations are working on behalf of LGBTQ teens to ensure these behaviors are eradicated over time. It's working: 77 percent of LGBTQ youth said they know things will get better. Below, students and their allies can find helpful resources and information to support them through these years.

The Attic Youth Center
This Philadelphia-based organization is an excellent example of how LGBTQ youth centers can empower and inspire local teens that identify as lesbian, gay, bisexual, transgender, or questioning. Some of the services offered include life skills, mental health counseling, supportive programs, community engagement, and social activities. AYC also provides a number of resources at both the local and national level.

Gay Straight Alliance Networks
GSAs are student run clubs operating in both high school and middle schools that provide support, socialization, and activism activities for LGBTQ youth. The overarching goal is to fight against homophobia and transphobia; providing leadership and activist training for group members and encouraging them to advocate for nondiscriminatory policies and greater equality accomplishes this.

International Lesbian, Gay, Bisexual, Transgender, and Queer Youth and Student Organization
IGLYO is an internationally focused advocacy and activism organization focused on representing the interests of LGBTQ youth. To accomplish this mission, the organization hosts conferences, provides educational materials, and offers the general public many opportunities to get involved.

It Gets Better Project
The mission of the IGB Project is to give LGBT youth across the world hope that things do get better. In response to raised incidents of students committing suicide after being bullied in school, syndicated columnist Dan Savage created the organization to provide both inspiration and resources, including pledges and educational videos.

The Trevor Project
With suicide rates noticeably higher among LGBTQ youth than their straight peers, the mission of The Trevor Project is incredibly important. By providing a 24/7-crisis intervention service, online community, and educational programs, the organization seeks to be both life saving and life-affirming.

YouthPride
Since 2009, this organization has prevented 151 LGBTQ youth suicides through innovative programming and excellent resources. Whether offering daily after school activities or support and discussion groups, the Atlanta-based organization engages youth and empowers them to advocate for themselves. The organization also provides counseling and free HIV testing.

Local LGBTQ+ Centers

In addition to the larger organizations listed above, there are various LGBTQ Centers focused on serving local communities. Whether offering afterschool programs, counseling, mentoring, empowerment services or advocacy initiatives, these organizations provide crucial care at a pivotal time. These centers also frequently work with local schools to help create safer places for LGBTQ students to learn. Before visiting a center, students may have questions about their services. Some of these may include:

Create a supportive community

Many schools have student or faculty-led groups that champion and empower the LGBTQ community and align them with straight allies. These groups often promote advocacy and education for the larger student body and provide an outlet for socializing, finding support and encouragement, and talking about the challenges faced on and off campus. LGBTQ students are also encouraged to seek out mentors on their campus who can not only speak to higher administration on their behalf, but also provide a listening ear and an older voice on the challenges they commonly face.

Create a supportive school campus

As further statistics and research emerge about the damaging effects of LGBTQ discrimination on school campuses, many are taking an active stance against prejudiced behavior. Whether enacting policies and disciplinary protocol for those who engage in this behavior or educating all students about the importance of equal rights for all students, a number of colleges are leading the charge in shifting thought and action. These institutions often have LGBTQ offices that encourage student advocacy, alumni relations, media awareness, and faculty support. These organizations may also hose events to educate the wider campus and provide counseling services to students facing discrimination. Advocate pulled together a list of the Top 10 trans-friendly colleges in America.

Build outside resources

Outside of campus-based programs and offices, there are many local community and online resources that help to create more welcoming learning and living environments for LGBTQ students. Whether operating as a national organization with local chapters or an individual center, these programs will often work alongside colleges to help students find housing, employment, and healthcare services.

INTERVIEW

with Expert DR. DEB COHAN

Dr. Deb Cohan, Assistant Professor of Sociology at University of South Carolina Beaufort with a specialization in Gender Studies. Former Board of Directors member at PFLAG.

Because of the social change work of tireless LGBTQ activists and their straight allies, we are living at a time that is most ripe and ready for conversation.� Ask questions, get curious, share your curiosity, and be prepared to be surprised as to how and where you might find allies. Also, seek out the GSA at your school, and look into your local PFLAG organization. In this day and age of social media, you will also find support in chat rooms and on websites with people living across the globe. With that said, think globally and act locally and keep up your involvement in your own community.

Do not be afraid to seek counseling so you have a safe, open, and trustworthy space to talk with a trained therapist, preferably one who specifies that s/he is friendly to these issues.

Be sure to tell your doctor if you can so your health issues can be addressed holistically.

Self-loathing, isolation, self-injury, and suicidal thoughts are sadly common among high schoolers and college students and especially so among LGBTQ youth.

Teachers and professors can assign reading by some of the great LGBTQ writers of our time. Some write about LGBTQ identity while others write about other subject matter. Often, these are great springboards for discussion on intersectionality and the connections between gender, sexuality, race, and class.

Teachers and professors can also host film screenings and invite guest speakers who highlight these issues from their own personal and professional experiences; these activities must be followed by spirited, lively, open and honest discussions. I do this all the time in my own classrooms. It not only creates a safe space for LGBTQ students but it creates expansive space for straight students. I have had a number of students tell me that after my class, they would be okay if they have a child who is gay-this is hugely transformative considering that they entered the class admittedly homophobic.

LGBTQ+ College Students

In addition to balancing coursework, navigating new social situations and possibly trying to work during their studies, LGBTQ college students may encounter unique challenges while undertaking their education. The National Gay and Lesbian Task Force found that one in five college students fear for their physical safety due to their gender identity or sexual orientation. The good news is that many colleges across the nation are actively fighting to end discrimination on-campus and engender a spirit of acceptance and respect among all students, faculty and staff members.

The Campus Pride Index

Founded in 2001, Campus Pride has becoming the leading national organization for promoting safe college environments by developing student leaders and campus groups. What once started as an online community and center has now grown into a massive effort that has taken root on college campuses across the nation.

One of the most significant resources provided by the organization is the LGBTQ-Friendly Campus Pride Index. This guide is used to measure LGBTQ qualify of life across college and university campuses and promote better practices and open dialog. It also helps postsecondary institutions become more LGBTQ-friendly. According to the organization, "LGBTQ-friendly" describes a learning environment that is inclusive, welcoming and respectful for all lesbian, gay, bisexual, transgender and queer people.

The Index has identified eight factors contributing to an overall LGBTQ-friendly college environment:
8 Factors Contributing to an Overall LGBTQ-Friendly College Environment
Curricula & Courses: LGBTQ-Inclusive Academics

Aside from LGBTQ Centers and student-led groups, colleges and universities can promote LGBTQ awareness and acceptance through academics, as well. Some of the best practices include:

1 Create inclusive lesson plans with positive examples of notable LGBTQ leaders. Fordham University provides an excellent resource to all faculty members that outlines LGBTQ teaching recommendations. Some of their suggestions include:

Challenge heterosexist assumptions

Don't use us/them terminology; be inclusive

Use LGBTQ writers, academics, scientists, and business leaders as examples of positive contributions throughout the course.

Increase the visibility of LGBTQ role models and allies

Make all students, regardless of sexual orientation, feel valued

2 Offer degree programs covering gender, sexuality, diversity, and queer history and culture. A number of schools have courses and degrees that explore the spectrum of human sexuality. Some of the most interesting include:
Majors

Feminist Studies

LGBTQ Studies

Queer Studies

Psychology with an concentration in LGBTQ Studies

Individual Courses

Multidisciplinary approaches to LGBTQ Health

Socio-cultural and historical dimensions of the LGBTQ community

Queer theory

Sex and gender in cross-cultural perspective

The sexual politics of religion

Key College Resources for LGBTQ+ Students

Aside from academic inclusion of LGBTQ topics and positive perspectives, many campuses have various other types of support systems available for LGBTQ students. Some of these include:
LGBTQ Resource Centers
Because LGBTQ students can often face unique challenges, they need unique support and resources. Colleges and universities throughout the nation now often have centers dedicated specifically to LGBTQ needs. Students can find a safe place to locate resources, support, information, and care. In addition to direct services, these departments often host various campus events to foster community, promote education of LGBTQ topics, and promote health and wellness for all students.
Online Social Media and Discussion Resources
Today's students constantly use the Internet in a variety of ways. Universities have picked up on this trend and many now offer online forums for discussion and support, and the latest information on current news and issues within the LGBTQ community. In most cases, these forums are private and can only be accessed with proper and valid school logins.
Faculty and Staff Education Programs
Academics lead the charge in ensuring all students, regardless of sexual orientation, feel safe, valued and empowered in their classrooms. Universities now offer training and many resources to ensure faculty and staff are well-informed about inclusion of LGBTQ topics and are sensitive to discrimination.
LGBTQ Campus Events
Campus wide events deigned to celebrate and empower LGBTQ students and their allies are a great way to educate the larger campus community about LGBTQ interests. Many LGBTQ Resource Centers will host a variety of events throughout the school year. George Mason University provides a great example of a rotating event schedule. Some of their upcoming events include Pride Week, National Coming Out Day and Safe Zone Training. The school also hosts book reading groups from LGBTQ authors and scholarships for LGBTQ students.
Special On-Campus or Campus-Sponsored Housing Issues
Students have enough on their plates without worrying about feeling comfortable in their living space. Many universities provide options specifically designated for LGBTQ students, be they shared dormitory rooms, suite-style apartments, or gender-neutral accommodations. Numerous schools have also begun creating all gender bathroom facilities to ensure further inclusivity.

Other Online Resources

LGBTQ students have enough on their plates navigating the usual pressures of college life without having to worry about feeling safe or discriminated against. Resources and organizations aimed at LGBTQ college students are crucial for educating, informing, advocating, and providing resources. Some of the best organizations serving LGBTQ college students and their allies are listed below:

Delta Lambda Phi Fraternity
The DLP Fraternity was established for gay, bisexual, transgender and questioning men in 1986. Today, the Greek life organization has over 30 chapters spread throughout the country. The chapters seek to form bonds of brotherhood within a decidedly nontraditional group, offering opportunities to lead, grow, and form lifelong friendships.

Gamma Rho Lambda Sorority
Established as the first national lesbian sorority, today this Greek life organization strives to be inclusive of all members, regardless of their sexual orientation. The enduring focus is on creating a sisterhood built on truth in tolerance, knowledge through diversity, bonds of unity, and strength in trust.

Consortium of Higher Education LGBT Resource Professionals
Since 1997, this organization has been working with colleges and educators across the nation to create learning environments where LGBTQ students have equality in all respects. Whether supporting academics or developing inclusive curriculum, the organization advocates on behalf of students by educating faculty and staff.

Reaching Out
Reaching Out MBA was created specifically for LGBTQ students pursuing Master's in Business Administration as a way of empowering and supporting them in their studies and as they enter the professional world. With a mission of inspiring these students to lead the way in equality, the organization educates students about the challenges and opportunities of being an LGBTQ MBA student, inspires them to be leaders, and builds connections among other LGBTQ MBA students.

The Point Foundation
The Point Foundation operates as a national LGBTQ scholarship fund, helping LGBTQ students achieve their academic and leadership potential regardless of obstacles. The biggest obstacle this organization seeks to remove is concern about financing a college education. Students with financial need who can demonstrate their aspiration to make a significant impact on society can truly benefit from the work of this organization.

The Gender & Sexuality Action Committee
Operating under the umbrella of the American Medical Student Association, GSEC seeks to assure equal access to both medical care and education. The organization aspires to be a leader on issues affecting the health of women, intersex and LGBT communities. This goal is accomplished through providing support initiatives, working with legislators to improve police, advocating for patients and students, and providing safe and supportive environments and leadership opportunities for physicians-in-training.

INTERVIEW

with Expert EUGENE PATRON The Point Foundation

College today is a challenging expense for all students, but in surveying LGBTQ applicants for Point Foundation scholarships nearly half say they lack family support to help them pay for college. LGBTQ students estranged from their families may have a hard time filling out FAFSA ® �if they cannot get their parents to supply pertinent information. (Thankfully, recognizing this challenge, the U.S. Department of Education has taken some important steps to make this somewhat easier in recent years).

LGBTQ students are very much in need of professional role models. They have never met openly LGBTQ doctors, entrepreneurs, scientists, or other professionals. Many LGBTQ students wonder if they choose to follow their interests and study their academic discipline of choice, can they be out to their peers and their professor?

Point alumni who have gone on to teach at colleges and universities stress the importance of faculty being out on campus and accessible to LGBTQ students. LGBTQ faculty interacting with LGBTQ students inside and outside of the classroom - having lunch with LGBTQ students, being an adviser to LGBTQ student groups - helps LGBTQ students by modeling for them how they too can integrate themselves into campus life. It's important for LGBTQ faculty to identify and encourage faculty allies - including straight peers - who can help make the campus community welcoming for LGBTQ students.

Point Foundation is a supporter of the Tyler Clementi Higher Education Anti-Harassment Act, which would require colleges to create and distribute an anti-harassment policy to all students and employees, including prospective students and employees upon request. More information on this proposed federal legislation can be found� here.

According to Lambda Legal, nearly one-third of LGBTQ students drop out of high school, three times the national average. Just by getting through high school, LGBTQ students should take pride in their accomplishment!

LGBTQ high school students should try and participate in Campus Pride's LGBTQ College Fairs, where they can learn about colleges that actively seek applications from LGBTQ students. Campus Pride and other organizations also provide annual rankings of how LGBTQ-friendly different schools are. Even after considering these rankings, it is important for LGBTQ students to remind themselves that they can find LGBTQ peers and allies on most campuses today. Students shouldn't hold themselves back from attending the school of their choice because they are LGBTQ.

Scholarships for LGBTQ+ Students

In addition to countless general scholarships, LGBTQ students have numerous funding opportunities offered by leading civil rights and advocacy organizations focused on eradicating sexual orientation discrimination. Some of the top LGBTQ-specific scholarships available include:

The Pride Foundation

Varies

January 11

This scholarship awards LGBT students and their allies who have demonstrably contributed to the LGBTQ community. It is open to both undergraduate and graduate students hailing from Alaska, Idaho, Montana, Oregon, and Washington

The League Foundation

$1,500 - $2,500

April

Students qualified to receive this funding must graduating high school students who plan on attending a college, university or trade school. As part of the application process, students will need to complete an application and two personal essays.

The Point Foundation

Varies

January 20

LGBTQ students who aspire to be leaders in their communities and in the fight for equal rights are excellent candidates for this scholarship. Selection criteria is made on "last provider" basis, meaning this scholarship fills the gap in funding not provided by other sources.

PFLAG

$1,000 - $5,000

April 30

PFLAG awards these scholarships to graduating high school seniors who self identify as members of the LGBTQ community or as an ally. Students must also demonstrate previous commitment to furthering equality via programs, projects or activities within their high schools or communities.

Gamma Mu Foundation

$1,000 - $2,500

March 31

Gay men under the age of 35 may apply for Gamma Mu's scholarship, including those in both undergraduate and postgraduate degree programs. Preference will be giving to students who come from or plan to attend college in a rural area; who have overcome discrimination; who demonstrate leadership qualities; and who have a history of strong academic performance.

Live Out Loud

$5,000

March 4

LGBTQ students demonstrating leadership and ambition are able to apply to this scholarship, providing they are also high school seniors living in New York, New Jersey or Connecticut. Students will complete an information form and six essays as part of their application.

The Queer Foundation

$1,000

February 14

High School seniors may apply for this scholarship, which is awarded on the basis of an English essay competition. Students must compose an essay focused on queer theory or related topics, such as queer medical, legal or social issues.

The Stonewall Foundation

Up to $12,500

August 20

This scholarship was created specifically for immigrant LGBTQI students enrolled in a New York City-based university to provide economic stability in an unfamiliar environment. Students must be full-time and should have completed at least one academic year at the time of their application.

The Association of LGBT Journalists

$2,500

July 31

This scholarship was named after notable painter Bob Ross, who was a strong advocate for LGBT and AIDS rights. Students eligible to receive this award must be enrolled in a journalism or related degree program at a Northern California institution. Students who are from Northern California but attending elsewhere may also apply.

American Psychological Foundation

$15,000

November 1

Students completing empirical and applied research focused on LGBT family psychology and/or therapy may apply for this scholarship, provided they are currently completing advanced graduate coursework. They must also be endorsed by their supervising professor and have a demonstrated commitment to working within LGBT family issues.

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LGBTQ+ Student Resources & Support | Accredited Schools Online

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Bullying Statistics found that 42% of LGBTQ youth have experienced cyber bullying, a rate 3x higher than other students. Here are a few things everyone can do to maximize support for LGBTQ teens and college students.

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This resource from the GSA Network provides a list of steps to form a Gay-Straight Alliance at a school. One of my peers tried to start a GSA my senior year, but the request was denied by the school because it was past the deadline for clubs. We tried to appeal this decision, but it was denied. I want to have this resource available if a student wants to form a GSA at my school. I will gladly be an advisor for anyone that wants to start a GSA.

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A Genders & Sexualities Alliance (GSA) is a student-run club, typically in a high school or middle school, which provides a safe place for students to meet, support each other, talk about issues related to sexual orientation and gender identity and expression, and work to end homophobia and transphobia.

GSAs Provide Support

Many GSAs function as a support group and provide safety and confidentiality to students who are struggling with their identity as gay, lesbian, bisexual, transgender, or questioning, as well as those who are experiencing harassment at school because of their actual or perceived sexual orientation or gender identity or expression. These groups often provide one of the few safe spaces for students to express themselves.

GSAs Build Community

GSAs are also social groups. They provide a sense of community and a space for LGBTQ+ and allied youth to build a social network where their identities are respected. Lots of GSAs organize barbecues or movie nights, organize field trips to a local LGBTQ+ prom or Pride parade, and attend conferences together. GSAs are a great way to build community at your school and lessen the isolation that LGBTQ+ students might otherwise experience.

GSAs Take Action to Create Change

In addition to providing support, some GSAs work on educating themselves and the broader school community about sexual orientation and gender identity issues. They may bring in outside speakers to cover a particular topic such as LGBTQ+ history. They may organize a "Pride Week" or "LGBTQ+ Awareness Events" and offer a series of educational workshops, panels, or celebrations. Some GSAs organize a "Teach the Teachers" staff development day, which focuses on teaching school staff how to be better allies for LGBTQ+ students. There are many other types of educational and activist events that GSAs can do. Check out the Change Your School section to take action.

Remember, if your GSA is at a public school, it has legal rights under the Federal Equal Access Act. If you are in California, you have additional protection under law AB 537.

Related Resources:

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A Genders & Sexualities Alliance (GSA) is a student-run club, typically in a high school or middle school, which provides a safe place for students to meet, support each other, talk about issues related to sexual orientation and gender identity and expression, and work to end homophobia and transphobia.

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This article includes tips for helping build self-efficacy in students. I really like the tips for students and it also has a great note that teachers need to have self-efficacy, too! In the article it discusses giving frequent, focused feedback and to ensure that it is credible. This is a great note that I will incorporate in my practice because there is really no point in giving feedback if it isn't helpful in some way.

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This summary was written and compiled by Karin Kirk, SERC, and contains an overview of motivation research and pertinent references.

Self efficacy is commonly defined as the belief in one's capabilities to achieve a goal or an outcome. Students with a strong sense of efficacy are more likely to challenge themselves with difficult tasks and be intrinsically motivated. These students will put forth a high degree of effort in order to meet their commitments, and attribute failure to things which are in their control, rather than blaming external factors. Self-efficacious students also recover quickly from setbacks, and ultimately are likely to achieve their personal goals. Students with low self-efficacy, on the other hand, believe they cannot be successful and thus are less likely to make a concerted, extended effort and may consider challenging tasks as threats that are to be avoided. Thus, students with poor self-efficacy have low aspirations which may result in disappointing academic performances becoming part of a self-fulfilling feedback cycle. ( Bandura ) [Margolis and McCabe, 2006]

How can students gain self-efficacy?

There are four sources of self-efficacy. Teachers can use strategies to build self-efficacy in various ways.

Mastery experiences - Students' successful experiences boost self-efficacy, while failures erode it. This is the most robust source of self-efficacy.
Vicarious experience - Observing a peer succeed at a task can strengthen beliefs in one's own abilities.
Verbal persuasion - Teachers can boost self-efficacy with credible communication and feedback to guide the student through the task or motivate them to make their best effort.
Emotional state -A positive mood can boost one's beliefs in self-efficacy, while anxiety can undermine it. A certain level of emotional stimulation can create an energizing feeling that can contribute to strong performances. Teachers can help by reducing stressful situations and lowering anxiety surrounding events like exams or presentations.
[Margolis and McCabe, 2006] and ( Bandura )

Pedagogic strategies that foster self-efficacy

It is particularly exciting to note that teaching strategies used in the classroom can and do make a difference to students' self-efficacy. (Fencl and Scheel, 2005)

Research shows that the type of learning environment and teaching method can improve self efficacy in the classroom ( Bandura ). A similar result was reported by Fencl and Scheel . They describe a required, nonmajors' physics course where the effects of different teaching methods on the classroom climate and self-efficacy were measured. The students' response indicated that a question and answer format, inquiry-based lab activities and conceptual (rather than quantitative) problems had a significant effect on creating a positive climate in the classroom. In addition to those pedagogies, collaborative learning and the use of electronic applications showed a positive correlation with increased self-efficacy in their student sample. Fencl and Scheel point out that the teaching methods that showed a measurable positive effect share the common feature of engaging students in a comfortable or creative manner. Moreover, pedagogies such as collaborative learning and inquiry-based activities have also been shown to have a strong correlation with how well students learn physics [Fencl and Scheel, 2005] .

Bandura also concludes that cooperative learning strategies have the dual outcome of improving both self-efficacy and academic achievement. "Cooperative learning structures, in which students work together and help one another also tend to promote more positive self-evaluations of capability and higher academic attainments than do individualistic or competitive ones." ( Bandura )
Other pedagogies for improving self-efficacy include:

Establish specific, short-term goals that will challenge the students, yet are still viewed as attainable. [Schunk and Pajares, 2002]

Help students lay out a specific learning strategy and have them verbalize their plan. As students proceed through the task, ask students to note their progress and verbalize the next steps. [Schunk and Pajares, 2002]

Compare student performance to the goals set for that student, rather than comparing one student against another or comparing one student to the rest of the class(Bandura ).

Teaching Practices to Avoid

In his 1994 textbook chapter, Albert Bandura notes that certain well-worn pedagogical practices may have the unintended effect of diminishing the self-efficacy of students who do not reside at the top of the class academically. These include:

Generalized, "lock-step" instruction that is inflexible and does not allow for student input. A formulaic type of instructional setting makes it harder for students to ask questions or become involved in the process. The result may be that if a student becomes confused or discouraged, they are likely to remain so.

Statements or teaching practices that compare students' performance against each other. This may raise the self-efficacy of the top students, but is likely to lower the self-efficacy of the rest of the class. (Bandura )

Tips to improve self-efficacy for struggling students

(from Margolis and McCabe, 2006 )

Use moderately- difficult tasks
If the task is too easy will be boring or embarrassing and may communicate the feeling that the teacher doubts their abilities; a too-difficult task will re-enforce low self-efficacy. The target for difficulty is slightly above the students' current ability level.

Use peer models
Students can learn by watching a peer succeed at a task. Peers may be drawn from groups as defined by gender, ethnicity, social circles, interests, achievement level, clothing, or age.

Teach specific learning strategies
Give students a concrete plan of attack for working on an assignment, rather than simply turning them loose. This may apply to overall study skills, such as preparing for an exam, or to a specific assignment or project.

Capitalize on students' interests
Tie the course material or concepts to student interests such as sports, pop culture, movies or technology.

Allow students to make their own choices
Set up some areas of the course that allow students to make their own decisions, such as with flexible grading, assignment options or self-determined due dates.

Encourage students to try
Give them consistent, credible and specific encouragement, such as, "You can do this. We've set up an outline for how to write a lab report and a schedule for what to do each week - now follow the plan and you will be successful."

Give frequent, focused feedback
Giving praise and encouragement is very important, however it must be credible. Use praise when earned and avoid hyperbole. When giving feedback on student performance, compare to past performances by the same student, don't make comparisons between students.

Encourage accurate attributions
Help students understand that they don't fail because they're dumb, they fail because they didn't follow instructions, they didn't spend enough time on the task, or they didn't follow through on the learning strategy.

Teachers need high self-efficacy too

Teachers with a high sense of efficacy about their teaching capabilities may have an easier time motivating their students and enhancing their cognitive development. These teachers may also be able to rebound from setbacks and more willing to experiment with new ideas or techniques. Low efficacious teachers may rely more on a controlling teaching style and may be more critical of students. [Woolfolk Hoy, 2003] and ( Bandura )

"Schools in which staff members collectively judge themselves capable of promoting academic success imbue their schools with a positive atmosphere for development that promotes academic attainments regardless of whether they serve predominantly advantaged or disadvantaged students."( Bandura )

Further reading

Web sites

by Albert Bandura, Stanford University

This is a comprehensive summary of the topic written by one of its pioneers. The site provides a definition of self-efficacy, characteristics of efficacious people, and a description of how self-efficacy can be developed or undermined. The author describes self-efficacy in social, family and school settings and in various stages of life.

by Frank Pajares, Emory University

This site contains an extensive historical overview about self-efficacy and its place in education. Topics include the origins of the theory, current research and educational applications. One of the author's conclusions is that the educational system would benefit from additional focus on self-efficacy in students.

Information on Self-Efficacy: A Community of Scholars
This is a clearinghouse of information about self-efficacy, hosted by the Division of Educational Studies at Emory University.

Journal Articles

Improving Self-Efficacy and Motivation: What to Do, What to Say
by Howard Margolis and Patrick P McCabe
citation and bibliographic information
This article suggests practical solutions to improve the motivation of struggling learners. Specifically, the authors present strategies such as using peers as role models, teaching specific learning strategies, presenting the students with options and choices, communicating recent success, and more. These tactics can strengthen struggling learners' beliefs in their academic abilities and increase their willingness to engage in academic tasks.

Engaging Students: An Examination of the Effects of Teaching Strategies on Self-Efficacy and Course Climate in a Nonmajors Physics Course
by Heidi Fencl and Karen Scheel
citation and bibliographic information
Self-efficacy is a key predictor of achievement and retention in most academic areas, including the sciences. In this study, the effects of teaching strategies on self-efficacy and course climate were examined. The teaching methods that made significant contributions to self efficacy were question and answer, collaborative learning, conceptual problems, electronic applications and inquiry lab activities.

The Development of Academic Self-Efficacy
by Dale Schunk and Pajares, Frank Pajares
This textbook chapter provides a synthesis of educational psychology research as it relates to students' beliefs in their own abilities. The authors describe self-efficacy and its relation to other motivation constructs and explain the role of various sources of and influences on self-efficacy. The effects of various pedagogical practices are discussed, including a description of specific methods that improve self-efficacy. The role of gender and ethnicity on self-efficacy are also discussed.

Self-Efficacy in College Teaching
by Anita Woolfolk Hoy, The Ohio State University
This essay examines the topic of self-efficacy in the context of teachers' self-efficacy and how that translates into their performance. The author asserts that highly efficacious teachers tend to be more open to new ideas, more willing to experiment with new methods to better meet the needs of their students, and more committed to teaching. They persist when things do not go smoothly and are more resilient in the face of setbacks. And they tend to be less critical of students who make errors and to work longer with a student who is struggling.

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teach the earth enhancing your teaching affective domain

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Self efficacy is commonly defined as the belief in one's capabilities to achieve a goal or an outcome. Students with a strong sense of efficacy are more likely to challenge themselves with difficult tasks and ...

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This article includes thirty ways to build rapport with students. I think it's easy to assume that rapport will come naturally, but it's not always as easy as it may seem. That doesn't necessarily mean that it will be hard, but it will take effort. There are a lot of great ideas here that I will be incorporating in my classes.

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For teachers, building rapport with students is a component that takes teaching to the next level. Teachers understand that this takes time. Building rapport is a process. It often takes weeks and even months to establish a healthy student-teacher relationship. Teachers will tell you that once you have earned the trust and respect of your students, everything else becomes much easier. When students look forward to coming to your class, you look forward to coming to work each day.

Strategies to Build Rapport With Students

There are many different strategies through which rapport can be built and maintained. The best teachers are adept at incorporating strategies throughout the year so that a healthy relationship is established, then maintained with each student that they teach.

1. Send students a postcard before school begins letting them know how much you are looking forward to having them in class.

2. Incorporate personal stories and experiences within your lessons. It humanizes you as a teacher and makes your lessons more interesting.

3. When a student is sick or misses school, personally call or text the student or their parents to check on them.

4. Utilize humor in your classroom. Do not be afraid to laugh at yourself or the mistakes that you make.

5. Depending on the age and sex of the student, dismiss students with a hug, handshake, or fist bump every day.

6. Be enthusiastic about your job and the curriculum you teach. Enthusiasm breeds enthusiasm. Students will not buy in if a teacher is not enthusiastic.

7. Support your students in their extra-curricular endeavors. Attend athletic events, debate meets, band competitions, plays, etc.

8. Go the extra mile for those students who need help. Volunteer your time to tutor them or hook them up with someone who can give them the extra assistance they need.

9. Conduct a student interest survey and then find ways to incorporate their interests into your lessons throughout the year.

10. Provide your students with a structured learning environment. Establish procedures and expectations on day one and enforce them consistently throughout the year.

11. Talk to your students about their individual strengths and weaknesses. Teach them to set goals. Provide them with the strategies and tools necessary to reach those goals and improve on their weaknesses.

12. Ensure that each student believes that they are important to you and that they matter to you.

13. From time to time, write students a personal note encouraging them to work hard and embrace their strengths.

14. Have high expectations for all of your students and teach them to have higher expectations for themselves.

15. Be fair and consistent when it comes to student discipline. Students will remember how you handled previous situations.

16. Eat breakfast and lunch in the cafeteria surrounded by your students. Some of the greatest opportunities for building rapport present themselves outside the classroom.

17. Celebrate student successes and let them know you care when they falter or are facing difficult personal situations.

18. Create engaging, fast-paced lessons that grab every student's attention and keep them coming back for more.

19. Smile. Smile often. Laugh. Laugh often.

20. Do not dismiss a student or their suggestions or ideas for any reason. Hear them out. Listen to them intently. There may be some validity to what they have to say.

21. Talk to your students regularly about the progress they are making in class. Let them know where they stand academically and provide them with a path for improvement if needed.

22. Admit and own up to your mistakes. You will make mistakes and students will be looking to see how you handle things when you do.

23. Take advantage of teachable moments even when on occasion this ventures far away from the actual topic of the day. The opportunities will often have more of an impact on your students than the lesson.

24. Never demean or berate a student in front of their peers. Address them individually in the hall or immediately after class.

25. Engage in casual conversation with students in between classes, before school, after school, etc. Simply ask them how things are going or inquire about certain hobbies, interests, or events.

26. Give your students a voice in your class. Allow them to make decisions on expectations, procedures, classroom activities, and assignments when it is appropriate.

27. Build relationships with the parents of your students. When you have a good rapport with the parents, you typically have a good rapport with their children.

28. Make home visits from time to time. It will provide you with a unique snapshot into their lives, possibly giving you a different perspective, and it will help them see that you are willing to go the extra mile.

29. Make every day unpredictable and exciting. Creating this type of environment will keep students wanting to come to class. Having a room full of students who want to be there is half the battle.

30. When you see students in public, be personable with them. Ask them how they are doing and engage in casual conversation.

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30 Strategies for Building Better Rapport With Students

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For teachers, building rapport with students is a component that takes teaching to the next level. Teachers understand that this takes time. Building rapport is a process. It often takes weeks and even months to establish a healthy student-teacher relationship.

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This document includes an extensive list of responsive teaching techniques. I really liked how it has a list of difficulties that students may face in the classroom and how teachers can try to help them. I'm certain that I will be referring back to this document often when trying to figure out how I can best support students in my class.

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This document provides resources for understanding the role of educators in preventing suicide. It also has recommendations and lists warning signs to be aware of. The statistics are shocking: 1 in 6 high schoolers seriously considers suicide and 1 in 13 attempts suicide one or more times. I can't begin to imagine, and hope I never have to, how a suicide could impact a school community. I will use these tools and other trainings to ensure that I am constantly supporting my students and watching for warning signs that something is wrong.

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This article lists some strategies for teachers to implement that can help students how have experienced trauma. It's so important to understand how trauma can impact someone's life and how we must be compassionate as educators. These strategies will be very helpful as I work with students who have their own unique life experiences.

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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.

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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?

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

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This page includes the CASEL wheel which looks at different aspects of social emotion learning. I like how user friendly it is, and it really helped me to understand SEL. Social emotional learning is so important, so I will work to implement it in my classroom even if my school or district is not part of a particular program.

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Foster knowledge, skills, and attitudes across five areas of social and emotional competence;

Establish equitable learning environments and coordinate practices across four key settings that support students' social, emotional, and academic development.

Download more information on the framework (available in and Spanish).

Use our reflection protocol to facilitate a discussion on implementation efforts in your school, district, or other setting.

Read more about the 2020 update to our framework, which highlighted the potential of SEL in promoting educational equity and excellence.

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Communities

Communities. Community partners often provide safe and developmentally rich settings for learning and development, have deep understanding of community needs and assets, are seen as trusted partners by families and students, and have connections to additional supports and services that school and families need. Community programs also offer opportunities for young people to practice their social and emotional skills in settings that are both personally relevant and can open opportunities for their future. To integrate SEL efforts across the school day and out-of-school time, school staff and community partners should align on common language and coordinate strategies and communication around SEL-related efforts and initiatives.
Learn more: CASEL Guide to Schoolwide SEL - Community Partnerships

Families & Caregivers

Families & Caregivers. When schools and families form authentic partnerships, they can build strong connections that reinforce students' social and emotional development. Families and caregivers are children's first teachers, and bring deep expertise about their development, experiences, culture, and learning needs. These insights and perspectives are critical to informing, supporting, and sustaining SEL efforts. Research suggests that evidence-based SEL programs are more effective when they extend into the home, and families are far more likely to form partnerships with schools when their schools' norms, values, and cultural representations reflect their own experiences. Schools need inclusive decision-making processes that ensure that families-particularly those from historically marginalized groups-are part of planning, implementing, and continuously improving SEL.

Schools can also create other avenues for family partnership that may include creating ongoing two-way communication with families, helping caregivers understand child development, helping teachers understand family backgrounds and cultures, providing opportunities for families to volunteer in schools, extending learning activities and discussions into homes, and coordinating family services with community partners. These efforts should engage families in understanding, experiencing, informing, and supporting the social and emotional development of their students.
Learn more: CASEL Guide to Schoolwide SEL - Family Partnerships

Schools

Schools. Effectively integrating SEL schoolwide involves ongoing planning, implementation, evaluation, and continuous improvement by all members of the school community. SEL efforts both contribute to and depend upon a school climate where all students and adults feel respected, supported, and engaged.

Because the school setting includes many contexts-classrooms, hallways, cafeteria, playground, bus-fostering a healthy school climate and culture requires active engagement from all adults and students. A strong school culture is rooted in students' sense of belonging, with evidence that suggests that it plays a crucial role in students' engagement. SEL also offers an opportunity to enhance existing systems of student support by integrating SEL goals and practices with universal, targeted, and intensive academic and behavioral supports. By coordinating and building upon SEL practices and programs, schools can create an environment that infuses SEL into every part of students' educational experience and promotes positive social, emotional, and academic outcomes for all students.
Learn more: CASEL Guide to Schoolwide SEL

Classrooms

Classrooms. Research has shown that social and emotional competence can be enhanced using a variety of classroom-based approaches such as: (a) explicit instruction through which social and emotional skills and attitudes are taught and practiced in developmentally, contextually, and culturally responsive ways; (b) teaching practices such as cooperative learning and project-based learning; and (c) integration of SEL and academic curriculum such as language arts, math, science, social studies, health, and performing arts. High-quality SEL instruction has four elements represented by the acronym SAFE: Sequenced - following a coordinated set of training approaches to foster the development of competencies; Active - emphasizing active forms of learning to help students practice and master new skills; Focused - implementing curriculum that intentionally emphasizes the development of SEL competencies; and Explicit - defining and targeting specific skills, attitudes, and knowledge.

SEL instruction is carried out most effectively in nurturing, safe environments characterized by positive, caring relationships among students and teachers. To facilitate age-appropriate and culturally responsive instruction, adults must understand and appreciate the unique strengths and needs of each student and support students' identities. When adults incorporate students' personal experiences and cultural backgrounds and seek their input, they create an inclusive classroom environment where students are partners in the educational process, elevating their own agency. Strong relationships between adults and students can facilitate co-learning, foster student and adult growth, and generate collaborative solutions to shared concerns.
Learn more: CASEL Guide to Effective SEL Programs

Self-Awareness

Self-awareness: The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one's strengths and limitations with a well-grounded sense of confidence and purpose.

Such as:

Integrating personal and social identities

Identifying personal, cultural, and linguistic assets

Identifying one's emotions

Demonstrating honesty and integrity

Linking feelings, values, and thoughts

Examining prejudices and biases

Experiencing self-efficacy

Having a growth mindset

Developing interests and a sense of purpose

Check out this video from PBS Learning Media for more information.

Self-Management

Self-management: The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

Such as:

Managing one's emotions

Identifying and using stress management strategies

Exhibiting self-discipline and self-motivation

Setting personal and collective goals

Using planning and organizational skills

Showing the courage to take initiative

Demonstrating personal and collective agency

Check out this video from PBS Learning Media for more information.

Social Awareness

Social awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

Such as:

Taking others' perspectives

Recognizing strengths in others

Demonstrating empathy and compassion

Showing concern for the feelings of others

Understanding and expressing gratitude

Identifying diverse social norms, including unjust ones

Recognizing situational demands and opportunities

Understanding the influences of organizations and systems on behavior

Check out this video from PBS Learning Media for more information.

Responsible Decision-Making

Responsible decision-making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.

Such as:

Demonstrating curiosity and open-mindedness

Learning how to make a reasoned judgment after analyzing information, data, and facts

Identifying solutions for personal and social problems

Anticipating and evaluating the consequences of one's actions

Recognizing how critical thinking skills are useful both inside and outside of school

Reflecting on one's role to promote personal, family, and community well-being

Evaluating personal, interpersonal, community, and institutional impacts

Check out this video from PBS Learning Media for more information.

Relationship Skills

Relationship skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Such as:

Communicating effectively

Developing positive relationships

Demonstrating cultural competency

Practicing teamwork and collaborative problem-solving

Resolving conflicts constructively

Resisting negative social pressure

Showing leadership in groups

Seeking or offering support and help when needed

Standing up for the rights of others

Check out this video from PBS Learning Media for more information.

Social & Emotional Learning

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

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Our SEL framework, known to many as the "CASEL wheel," helps cultivate skills and environments that advance students' learning and development.

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Emotional Intelligence Activities for Teens

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Emotional Intelligence Activities for Teens

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This is a great resource that contains activities for emotional learning. As I scrolled through the document, there were many activities that stood out to me including one about making goals. I want to work to incorporate some of these activities into my courses, especially if I feel that certain ones may benefit a particular group of students.

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This documents contains a great list of different classroom assessment techniques. I feel like when I was in school, the same assessment techniques were used over and over again. I plan to use this list to help myself get out of the rut of simple quizzes and use other techniques to assess student learning.

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This is an article by Carol Dweck in which she revisits her book on growth mindset. It is a great reminder of what growth mindset is and isn't. I wanted to hold onto it because I'm sure there will be a time when I encounter someone who has misconstrued what growth mindset actually is. This will also be a good piece to share with those who want to learn more about it.

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Carol Dweck Revisits the 'Growth Mindset' - Education Week.pdf