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Reunite, Renew, and Thrive: Social and Emotional Learning (SEL) Roadmap for Reopening School

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Reunite, Renew, and Thrive: Social and Emotional Learning (SEL) Roadmap for Reopening School

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Reunite, Renew, and Thrive: Social and Emotional Learning (SEL) Roadmap for Reopening School - CASEL

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As educators across the country prepared to welcome students and adults back to school in Fall 2020, they faced the layered impact of school closures, the COVID-19 pandemic, and racial inequities exacerbated by the pandemic and amplified by the nationwide mobilization for racial justice.

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School Reentry Considerations: Supporting Student Social and Emotional Learning and Mental and Behavioral Health Amidst COVID-19

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School Reentry Considerations: Supporting Student Social and Emotional Learning and Mental and Behavioral Health Amidst COVID-19

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Developed by the American School Counselor Association and National Association of School Psychologists

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AIR: Educator Resilience and Trauma-Informed Self-Care Self-assessment and Planning Tool

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AIR: Educator Resilience and Trauma-Informed Self-Care Self-assessment and Planning Tool

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Northeast Positive Behavioral Interventions and Supports

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Below you will find a mixture of synchronous and asynchronous trainings ( virtual mini modules, coaches meetings, and office hours) available for you, your coaches and your school teams. Please feel free to join our various live (synchronous) events, and share our recorded mini training modules with your team and fellow staff members. Content will be added as these modules are developed, so please check back often!

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PBIS Academy Virtual Training Page - Northeast Positive Behavioral Interventions and Supports

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Below you will find a mixture of synchronous and asynchronous trainings ( virtual mini modules, coaches meetings, and office hours) available for you, your coaches and your school teams. Please feel free to join our various live (synchronous) events, and share our recorded mini training modules with your team and fellow staff members.

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There may be nothing more important in a child's life than a positive and stable relationship with a caring adult. For students, a positive connection to at least one school adult - whether a teacher, counselor, sports coach, or other school staff member - can have tremendous benefits that include reduced bullying, lower drop-out rates, and improved social-emotional capacities.

Rather than leave these connections to chance, relationship mapping invests time in making sure that every student is known by at least one adult.

Using this strategy, school staff identify youth who do not currently have positive connections with school adults during a private meeting. Those students are then paired with a supportive adult mentor within the school. Throughout the year, mentors support each other through the successes and challenges of building relationships with students, and school administrators routinely communicate with staff to determine how well the process is going. At the end of the year, the staff convenes to talk about how their efforts may have positively affected students. Adults may also choose to pay particular attention to "at risk" students as these connections may be particularly important for students who are having a hard time at home or in school.

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Relationship Mapping Strategy | Making Caring Common - Making Caring Common

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Use this online version of our popular Relationship Mapping Strategy for your school, community organization, or religious group to help ensure that everyone has a strong connection to someone else during challenging times.

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Community-Care Strategies for Schools During the Coronavirus Crisis: Practical Tips for School Staff and Administrators

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Community-Care Strategies for Schools During the Coronavirus Crisis: Practical Tips for School Staff and Administrators

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CASEL: Art of SEL Reflection Cards with an Equity Lens

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CASEL: Art of SEL Reflection Cards with an Equity Lens

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COR includes:

Five online learning modules that can be taken alone or together depending on the needs of your organization.

Activities that include video presentations, reflective questions, and interactive components.

Certification for each module you complete.

Learn More about COR

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COR - Creating Opportunities Through Relationships

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COR includes: Five online learning modules that can be taken alone or together depending on the needs of your organization. Activities that include video presentations, reflective questions, and interactive components. Certification for each module you complete. Learn More about COR

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SESC COVID-19 - SOCIAL & EMOTIONAL SUPPORTS

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SESC COVID-19 - SOCIAL & EMOTIONAL SUPPORTS

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SESC Behavior Supports Site - COVID19 - Social & Emotional Supports

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If you've ever ridden on a plane, you've heard the safety talk. Every passenger is told that in the event of an emergency you first need to put an oxygen mask yourself AND THEN look to help others. Similarly, when helping children, the best thing we can do is be healthy ourselves.

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Back to School After COVID-19: Supporting Student and Staff Mental Health Toolkit

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Back to School After COVID-19: Supporting Student and Staff Mental Health Toolkit

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Responding to Covid-19: School Mental Health

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Responding to Covid-19: School Mental Health

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School Mental Health

Public health emergencies such as COVID-19 have a significant impact on students and their families, educators and the school mental health workforce, as well as the school mental health system. Addressing the mental health impact on students, parents, teachers and school personnel has become more important and necessary than ever before. The MHTTC Network recognizes this, and we are available to assist the school mental health workforce by providing training and technical assistance to help during these trying times.

Access the full list of MHTTC events & resources related to school mental health and COVID-19 here.

COVID-Related MHTTC School Mental Health Products and Resources

Back to School After COVID-19: Supporting Student and Staff Mental Health Toolkit | New England MHTTC

This toolkit is designed to help guide conversations to include a trauma-informed, equitable, and compassionate lens to providing mental health supports to every member of the school community.

As schools prepare to return to learning-in the classroom and virtually, they can help create a sense of safety that supports staff and student mental health by cultivating a culture of joy and forming positive connections in the school community. Three thought leaders share how their work in the fields of education, recovery-oriented care, and trauma recovery overlap to provide practical strategies to school staff and community members who care deeply about addressing the trauma that will be prevalent this fall.

Be Our Lunch Date? A "Think Tank" Time: A Gathering of School Mental Health Practitioners to Surface School Mental Teleheath Needs and Resources| Northwest MHTTC & Pacific Southwest MHTTC

For the past couple of months the Northwest and Pacific Southwest regions have been engaged in learning about the Interconnected Systems Framework - a structure and process to integrate PBIS and school mental health within school systems. This systems work is just as important now, as schools explore how to best provide school mental health, telehealth, and virtual student supports. This "think tank" workshop served to identify the needs we are noticing; the resources in our field that can support those needs; and ways we can develop tools and supports to fill the gaps.

Campus Mental Health: How Do We Come Back to the New Normal? | Mountain Plains MHTTC

In this Mountain Plains MHTTC virtual session, presenters discussed what coming back to the "new normal" looks like for college students' as they return to their respective campuses. It is anticipated that many students' will have experienced some trauma, if not just the shock of being dispersed from campus to the actual trauma of personal or familial illness.

Changing the Conversation about Mental Health to Support College Students During a Pandemic | Mountain Plains MHTTC

This virtual session focuses on the emergent pandemic and the impact it is having on college students' mental health and well-being.Topics covered include ways we can successfully support students' mental health needs remotely; coping strategies for adapting to a new normal; and techniques for supporting social connectedness during a time of social distancing and educational disconnect.

Clinical Strategies to Promote Emotional and Behavioral Health in College-aged Youth During COVID-19 | Mountain Plains MHTTC

This training focuses on evidence based practices, strategies, and supports for use with college-aged youth as they return to campus during the COVID-19 pandemic. The session addresses the context and needs of campus mental health during COVID-19.

Considerations for Systematic Screening PK-12: Universal Screening for Internalizing and Externalizing Behaviors in the COVID-19 Era | Northwest MHTTC

As educational leaders across the country navigate the complexities for providing instruction during the 2020-2021 academic year, questions have arisen regarding systematic screening practices. In this presentation, we offer considerations by Lane and Oakes (2020) for conducting systematic screenings for internalizing and externalizing behaviors in the COVID-19 era. We recommend educators continue to screen, use multiple sources of data to inform programming, and screen responsibly.

This webinar, presented by Dr. Briana Woods-Jaeger, examines the various adversities experienced by racial and ethnic minority students as a result of the outbreak COVID-19. Additionally, this webinar will highlight how teachers and school staff can provide support to students disproportionately affected by incorporating cultural humility practices in a school/classroom setting.

COVID-19 Effect on Child Mental Health Fact Sheet | Central East MHTTC

This 2-page fact sheet describes the effect of COVID-19 on the mental health of children.

Creating Resilience in Children to Foster Potential and Increase their Success in the World | Northeast and Caribbean MHTTC

Do you want to prepare your children to become healthy, productive, contributing adults that will allow them to navigate an increasingly complex and changing world? This webinar explores how to create resilient children who can overcome adversity and view challenges as opportunities for growth and creativity. We identify ways that parents can accomplish this task from the doorways of their very own homes.

Crisis Readiness, Response, and Recovery Webinar Series | Pacific Southwest MHTTC

Bereavement outside the context of a crisis is common - the vast majority of children experience the death of a close family member or friend. These deaths have a significant and often long-term impact on learning, social and emotional development, behavior, and adjustment.

Part 1 - Principles of Commemoration and Memorialization: Commemorative activities and memorialization in schools present opportunities for students and staff to take an active role in constructing an enduring memory related to a crisis event and to honor those whose lives were lost. This session reviews key considerations for planning commemorative and memorial activities in school settings.

Part 2 - Supporting Grieving Students During a Pandemic: The current pandemic is associated with a large and growing number of deaths. This presentation provides practical suggestions on how schools can talk with and support grieving children in general. This presentation also highlights the unique challenges for supporting students during the pandemic and describe free resources from the Coalition to Support Grieving Students that can be used to address these challenges.

Part 3 - When School Starts Back: Helping Students, Staff, and Yourself Cope with Crisis During the COVID-19 Pandemic: This session summarizes the principles of psychological first aid and common reactions that may be seen in any crisis event, including the current pandemic. It also provides practical advice on how to help students and staff understand and cope with the current pandemic and begin to prepare for what may be needed to offer support to students when schools re-open. The session underscores the need for professional self-care and highlights some of the barriers as well as some potential solutions.

Culturally Responsive Strategies to Promote Student Success | Northeast and Caribbean MHTTC and National Hispanic and Latino MHTTC

This webinar provides strategies to facilitate culturally responsive supports for student mental health and affirming approaches that capitalize on student strengths and avoid reinforcing stigmatizing beliefs.

DBT STEPS-A Q&A Sessions with Jim and Lizz Mazza | Northwest MHTTC

Have you been watching the Mazza's live or online videos as they support their kids and your kids in developing DBT, otherwise known as, critical life skills? These 1-hour, interactive Q&A sessions with Doctors Jim & Lizz Mazza focus on their online, live-streamed 16-lesson DBT STEPS-A curriculum to teach the basics of emotional regulation and specific skills such as mindfulness, distress tolerance and interpersonal effectiveness-essential skills at any time, but even more critical during COVID-19.

Educator Self-Care and Thriving During a Public Health Crisis | Northeast and Caribbean MHTTC

With the current public health crisis, we are facing a new way of engaging and teaching our students. While some of us may have been doing some assignments remotely in the past this new platform and the current social distancing orders have created a whole new set of stressors on our educators, their students, and families. This webinar provides some helpful hints to help us all survive and thrive during this time while simultaneously taking care of ourselves, our students, and their families.

Educator Wellness Series | Northwest MHTTC

The Northwest MHTTC, in Partnership with WellEducator & the Northwest PBIS Network, brings you the Educator Wellness Series! This Educator Wellness Series is designed for you, the educator, to take a break from what can feel like an overwhelming hustle to prepare, deliver, and support your students and focus on your own wellbeing. We designed this 4 Session Series to support you in tapping into your resiliency skills, increasing your self-compassion, creating self-care routines, building a practice of gratitude and appreciation, and celebrating - even those small successes - to support your wellbeing.

¡En español! Apoyando el bienestar emocional y salud mental de los estudiantes hispanos y latinos y sus cuidadores durante la pandemia de COVID-19 | National Hispanic and Latino MHTTC

Today's economic crisis, driven by the COVID-19 pandemic and social distancing measures, poses significant challenges for state budget-makers. This webinar, led by health care financing expert Dr. Adam Wilk, discusses those challenges in the context of school and school district leaders' efforts to finance school mental health programs.

Fostering Resilience in Families during Uncertain Times | South Southwest MHTTC

The coronavirus pandemic has disrupted life as we know it Prevention strategies used to stop the spread of the coronavirus pose challenges to the education system, school-age children, and the families trying to support their education. More than at any other time in history, families are feeling the challenges of supporting the health and emotional well-being of the children in their care. Fostering resilience in families during uncertain times is the focus of this brief.

Fostering Resilience: Responding to the Needs of School-Age Children | South Southwest MHTTC

This brief discusses how educators, school-based mental health providers, and school-age children and families can foster resilience during a pandemic-related disruption.

This presentation focuses on prioritizing self-care while working from home. Presenters introduce the impact of job burnout, as well as how to recognize signs and symptoms; define "Social Emotional Learning" and provide examples on how this can be included in the classroom or virtually; discuss tools to help prevent burn-out, and set boundaries to separate work time from personal and develop a self-care plan.

Having Difficult Conversations: A Guide for Providers, Teachers, and Parents | Northeast and Caribbean MHTTC

The pandemic, ongoing social and racial injustices, and the recent violent events on the Capitol may have you and those close to you feeling uncertain, unsettled, and overall fearful. As behavioral health providers, teachers, parents, peers, and community members, you can provide support during these challenging times in several impactful ways. Having Difficult Conversations: A Guide for Providers, Teachers, and Parents presents a number of steps you can take when having difficult conversations.

Helping Students Cope with Stress | Northeast and Caribbean MHTTC

In this webinar, participants learn to define stress and how it manifests in children; look at how COVID-19 affects stress; recognize the parallel between stress and mental health; identify how educators and school mental health personnel can help children deal with stress; identify what teachers can do; learn about concrete strategies and resources to help students cope.

K-12 COVID Best Practices Poster | National American Indian and Alaska Native MHTTC

This poster can be used in schools to help promote best practices for reducing the spread of the virus. It can be printed on 11x17 paper or smaller.

Leading Trauma Informed School Systems Change - Before, During & After Pandemic Times | Southeast MHTTC

This Southeast MHTTC webinar focuses on systems leadership approaches that embrace trauma-informed care at both the district and state levels. Highlighting local and regional leaders, this series offers both the theory and practical tips to support school workforces to implement trauma informed principles in our practices, programs and policies.

LEARN Saves Lives Suicide Prevention for Parents and Caregivers | Northwest MHTTC

The Northwest MHTTC partnered with Forefront Suicide Prevention & the University of Washington SMART Center to bring the LEARN® Saves Lives Suicide Prevention Training for Parents/Caregivers directly to you in your own home, free of charge. Developed by Forefront, the five simple and effective Forefront Suicide Prevention LEARN® steps empower individuals to help others move in the direction of hope, recovery, and survival.

LGBTQ Youth Tobacco Prevention: COVID-19 and Lung Vulnerability | Central East MHTTC

LGBTQ populations are at higher risk for COVID-19 due in part to wildly disproportionate rates of smoking, vaping, and other forms of tobacco use. Tobacco dependence usually starts in adolescence, and studies have shown LGBTQ youth are especially vulnerable to substance misuse, predatory ad campaigns, and peer influence. This webinar explores the rates, risks, and intersections of tobacco use and the novel coronavirus among queer and gender expansive teens and young adults.

Making a Good Connection: Engaging Students and Families in School Tele-Mental Health | MHTTC Network

Making a Good Connection: Engaging Students and Families in School Tele-Mental Health is a three-part webinar series geared toward providers who are making the transition from in-person to telehealth services. Session content focuses on practical strategies and equity concerns related to engaging children, adolescents, and families using distance technology. Attendees are given the opportunity to submit questions upon registration, enabling our Technology Transfer Center (TTC) Network specialists to shape their content to meet your needs.

Managing Anxiety & Return to School Webinar Series | Northwest MHTTC

Anxiety is one of the most common mental health concerns youth face. While it is a normal emotional experience, it can grow to become incredibly distressing and interfering, particularly as it comes to school. In these webinars, we discuss how to identify, understand, and intervene for problematic anxiety for youth in your classroom.

As an unprecedented new school year begins, this 60 minute webinar addresses basic classroom management strategies with a focus on preventing undesirable behaviors and increasing awareness of challenging behaviors related to trauma, grief, and stress. Viewers will learn easy-to-implement interventions to promote resiliency.

Mental Health & Equity in Schools | South Southwest MHTTC

This webinar focused on teaching general mental health, including the signs/symptoms of anxiety, depression, and suicidal ideation as well as practical steps teachers can take to support students. Additionally the webinar focused on the stressors and mental health implications of COVID/race/police/equity issues in the world right now as they impact high school students.

Mental Health Resources for K-12 Educators During COVID-19 | Mountain Plains MHTTC

In response to the recent pandemic (COVID-19), several national organizations and associations have shared and promoted resources to assist K-12 educators. Parents, family members, school staff, and other trusted adults play a critical role in helping children make sense of what they hear and making sure that it is honest, accurate, and minimizes anxiety and fear. This product compiles all recent toolkits, guides, tip sheets, and infographics that have been developed by reputable sources to assist educators during this time.

Native Youth Telehealth Initiative Webinar | National American Indian and Alaska Native MHTTC

In this session, Dr. George Baston, MHRD, Ed.D CTE, and Natasha Peterson, BS, cover how to implement telehealth using the "Let's Talk Interactive" platform and opportunities to collaborate with the National American Indian and Alaska Native MHTTC. An opportunity to participate in our Native Youth Telehealth Initiative, and receive intensive technical assistance, is announced in this webinar. Application information is given at the end of Dr. Baston's presentation. Six sites are chosen from the applicants.

In this webinar, Dr. Stephen Brock provides an overview of the third edition of PREPaRE, a curriculum that contains current research and strategies for integrated school safety and crisis prevention, planning, response, and recovery efforts. He also discusses how to adjust school crisis response plans to accommodate the reality of a global pandemic. Yesmina Luchsinger shares her crisis planning and response lessons learned as a state leader, including the development and dissemination process of the Pandemic Preparedness Guide the state released in March 2020.

Promoting Educator Well-Being: Compassion Fatigue, Burnout and Secondary Traumatic Stress in the Era of COVID-19 | Central East MHTTC

This webinar training explores the differences between and strategies to counter fatigue, burnout, and secondary traumatic stress. Participants also learn strategies to enhance well-being and promote job satisfaction.

The focus of this webinar is to provide the support and information that teachers, supervisors, BCBAs, therapists and other professionals supporting youth during COVID 19 have been seeking. The challenges that COVID 19 poses to clients and students are discussed. Strategies for reaching and supporting clients via telehealth platforms and teaching students through the virtual classroom are identified and discussed. Individuals across the Autism Spectrum have specific needs and profiles that are discussed and the supports and strategies needed to address their specific strengths and weaknesses are explored.

This training was designed as a five-step crisis response strategy based on communication skills that educators and school staff use every day. The goal of Psychological First Aid for Schools - Listen Protect Connect/Model and Teach have relevance to the COVID-19 pandemic which has seriously disrupted the daily lives of children and adults all over the world. The closure of schools and businesses adds to the health risks faced by all which contribute to the stresses that students and adults face under orders of physical distancing, stay at home directives, or quarantine conditions.

Recruitment and Retention of School Mental Health Providers | Southeast MHTTC

This webinar series highlights the importance of sustaining the school mental health workforce for achieving the goals of an effective, high-quality school mental health services system. Dr. Mark Weist and Dr. Janet Cummings discuss recruitment and retention approaches that community mental health providers and local education agencies may want to consider implementing to support these goals, the current evidence concerning these approaches, and key resources to inform implementation efforts.

This webinar focuses on the mental health and well-being of children and families during the COVID-19 pandemic and the early data that provides insight into the challenges and opportunities for substance misuse prevention practitioners to support families and communities during this time. The webinar also highlights many of the resources available from Child Trends, the nation's leading research organization focused exclusively on improving the lives of children and youth, especially those who are most vulnerable.

Rising Telehealth Behavioral Health Practices-Centering the Needs of Historically Marginalized Youth in California | Pacific Southwest MHTTC

COVID-19 has forced us into conditions that challenge best practices for serving the mental health needs of youth we marginalize. Through these two sessions, we supported California school mental health advocates, educators, administrators, and other school systems leaders in managing stress and trauma in their communities.

School Community of Practice Connections and Conversations: Adapting to COVID-19 | Mountain Plains MHTTC

This meeting was an informal facilitated gathering for the cohorts that had participated in the Mountain Plains Mental Health Technology Transfer Center's Every Moment Counts Community of Practice (CoP) to gather and discuss the challenges, changes, and adaptations required by the COVID-19 pandemic.

School and Community-Based Trauma-skilled Practices Supporting Youth Virtual Workshop | New England MHTTC

This virtual workshop helps you cultivate a compassionate school community, using mindfulness practices and community-based visioning to address trauma, will help staff, as well as students and their families, return to school this fall with tools to overcome the mental health challenges presented by COVID-19 and amid widespread collaborative support to end racial inequity and injustice across the globe.

School Mental Health Crisis Leadership Lessons: Voices of Experience from Leaders in the Pacific Southwest Region | Pacific Southwest MHTTC

This guide highlights how school mental health leaders can - and do - work with and through crises; provides an overview of the crisis continuum; explores the intersection between school crises and school mental health leadership; and examines each component of the school crisis continuum (readiness, response, recovery, and renewal) by learning from voices of experience from the field. A complementary Reflection Worksheet is designed to help readers work through the guide.

School Mental Health Professional Series | Mountain Plains MHTTC and Mid-America MHTTC

In this webinar series, school counselors, social workers, and psychologists addressed the current and immediate needs of school mental health professionals in Region 8, due to the pandemic. Participants met every other week and received training on different topics related to school mental health before walking through a case presentation. This was a closed group.

In this period of stress and uncertainty, now is the time to gather and resource one another. In collaboration with the Meaning Makers Collective, the Pacific Southwest offered a series of School Mental Health Wellness Wednesdays. Each Wellness Wednesday is a 60-minute virtual session for the school mental health workforce to connect, reflect, and support each other.

Self-Care Through the Summer | Mid-America MHTTC

This handout for educators and school mental health providers provides tips for recharging after a school year cut short because of the COVID-19 pandemic.

Self-Care and Compassion for the Educator Webinar Series | Northwest MHTTC in partnership with the Northwest PBIS Network

During these sessions, participants practice skills to decrease stressors on mind/body systems to stay connected to the wonders and curiosities of teaching using evidence-based mindfulness practices, radical acceptance and values-driven goal setting.

Social Emotional Learning at Home: Remote Learning Options | Great Lakes MHTTC

We are all learning to navigate remote learning and education from afar. There are several reputable, evidence-informed resources available to help educators and families promote social and emotional well-being in their students outside the classroom. The Great Lakes MHTTC School-based Supplement has compiled a list of SEL resources, lesson plans, activities, games, and tip sheets to get you started on your SEL at home journey.

Social Emotional Learning at Home: Remote Learning Options | Great Lakes MHTTC

We are all learning to navigate remote learning and education from afar. There are several reputable, evidence-informed resources available to help educators and families promote social and emotional well-being in their students outside the classroom. The Great Lakes MHTTC School-based Supplement has compiled a list of SEL resources, lesson plans, activities, games, and tip sheets to get you started on your SEL at home journey.

Special Weekly Series for Tribal Schools as they Reopen Amidst COVID-19 | National American Indian and Alaska Native MHTTC

The challenge posed by the COVID-19 pandemic adds to existing issues present in some Native communities such as teacher shortages and the lack of infrastructure for high speed internet, which further impedes their ability to offer appropriate distance learning programs. The National American Indian and Alaska Native MHTTC's K-12 program invited the entire school community to special weekly listening sessions covering relevant topics.

Staying Connected with Students and Youth during COVID-19 | Great Lakes MHTTC

In the wake of COVID-19 school closures, educators, parents, and students across the globe are coping with a new reality. In this webinar series, we explore research on belonging and connectedness, they key tenants of virtual communication for educators, and effective strategies for building virtual connectedness.

Stress, School, and Self-Care: COVID-19 Highlights Inequities, Mental Health Challenges, Systemic Needs, and Possible Solutions | New England MHTTC

This Childhood-Trauma Learning Collaborative (C-TLC) issue brief shares results of the reflective conversations the New England MHTTC has had with C-TLC Fellows - a unique group of district leaders, educators, and school-based mental health professionals with whom the New England MHTTC has built a sense of trust and community over the past 18 months.

Student Mental Health During COVID-19: How to Prepare as Schools Reopen | Mid-America MHTTC and MHTTC Network Coordinating Office

This webinar is geared toward emergency managers, public health professionals, and school administrators who are working together to create school reopening and response plans. Session content is focused on the mental health needs of children, adolescents, and educators related to crises and how community and school organizations can partner to develop responsive plans that address these needs during the COVID-19 pandemic.

Supporting Latinx Students and Caregivers Emotional and Mental Health Well-being during the COVID-19 Pandemic | National Hispanic and Latino MHTTC

This is a 3-part webinar series on Supporting Hispanic and Latino Students Emotional and Mental Health Well-being during the COVID-19 Pandemic.

Supporting School Mental Health in the Wake of COVID-19: A Virtual Conference | Northeast and Caribbean MHTTC

Delivered by the Northeast and Caribbean Mental Health Technology Transfer Center and the Mental Health Association in New York State, Inc., this two-day conference for K-12 educators, staff, and administrators focused on strategies to support students and educator mental health as they transition back to school (remotely or in-person). View the recordings and slide decks for all presentations here!

Supporting Student Resilience: Strategies for Teachers During School Closures | South Southwest MHTTC

This infographic outlines the opportunities for educators and other school staff to support student resilience during the pandemic. The product provides a graphic depiction of strategies that school staff can use to promote coping and resilience. It serves as a companion to a brief report that can be found here.

Telehealth Learning and Consultation (TLC) Tuesdays: Telehealth with Children and Adolescents | Mid-America MHTTC, Mountain Plains MHTTC, and Mid-America ATTC

Mindy Chadwell, Ph.D., LP, BCBA; Erika Franta, Ph.D., LP; Jennifer Cox, LSW; and JK Costello, MD, MPH, discuss their experience working with children and adolescents via telehealth.

FAQ Document (This resource includes answers to the most frequently asked questions during the Telehealth for Children and Adolescents TLC Tuesday session).

Telehealth Toolbox for School Personnel | Mid-America MHTTC

The Telehealth Toolbox for School Personnel is a practical and concise guide to incorporating telehealth into your routine as a provider working with students. In addition to a handy, overarching guide entitled Getting Started , the toolbox contains handouts on each of the following topics:

The Future of Education: Equity, Inclusion, and Racial Justice | New England MHTTC

In this session, leaders and partners of the New England MHTTC share their insights, discuss innovative programs and recommendations, and vision for equity and inclusion in schools in 2021. You will leave with practical ideas and resources to help alleviate stress and create a brighter future, even in the midst of all we are handling today.

The Impact of COVID-19 on School Mental Health in Washington | Northwest MHTTC

The Northwest MHTTC is excited to co-sponsor the UW SMART Center's 2020 Virtual Speaker Series. Originally a series of in-person events, these presentations transitioned to a virtual format due to COVID-19. Recently, Washington State Superintendent Chris Reykdal presented on the Impact of COVID-19 on School Mental Health in Washington.

The Mental Health Impacts of Surviving COVID-19: Implications for School Mental Health Systems Leaders and Providers | Pacific Southwest MHTTC

How might the experience of surviving COVID-19 and experiencing long-haul COVID-19 impact mental health, and what can and should we as school mental health providers and leaders understand about that experience? This is a special conversation with four survivors of COVID-19, all of whom identify as long-haulers. As our speakers will share, trauma may be now surfacing because people aren't needing to focus on surviving; this trauma is surfacing as schools are reopening and as survivors are now beginning to process their experience and new realities.

The School Leader Series | Northwest MHTTC

This webinar series is focused on the role of the school leader in creating and maintaining a positive climate and culture virtually during the global pandemic and in the building upon the return to school. We know these are challenging times and want to provide information you can use immediately and to use for the plans to return to school as part of your MTSS framework.

The Value of Teacher Well-Being: A Research Brief | Mid-America MHTTC

In this research brief, learn common barriers to well-being, how teacher well-being impacts outcomes, how social-emotional learning (SEL) can improve teacher well-being, strategies for improving well-being, and steps that states, districts, and schools can take to improve teacher well-being.

This virtual session aims to provide strategies for educators to use in supporting parents as they transition to a new and uncertain role in providing daily instruction for their children. Dr. Tami DeCoteau brings her extensive knowledge and experience working with children, families, and school personnel to explore how educators can support parents in this difficult time.

Tools for Educators During a Public Health Crisis | Northeast and Caribbean MHTTC

Educators have had to adjust to new learning environments, provide emotional support to students, maintain communication with parents, take care of themselves and their families, among other responsibilities. At the same time, they are experiencing anxiety and worry about the public health crisis along with the rest of the community. These tools were developed by the Northeast and Caribbean MHTTC to help.

Top 4 Strategies to Increase Student Motivation: What Every Parent Should Know | Northeast and Caribbean MHTTC

It can be extremely challenging to keep kids motivated during this time. The good news is there are simple strategies parents can use at home to increase motivation and engagement. In this webinar, we review these easy-to-implement strategies to help keep your kids fully engaged and ready to learn.

Trauma Informed Suicide Prevention: Leading School District, County & State Systems | Pacific Southwest MHTTC

This three-part webinar series is for school field leaders who are leading systems' support for student suicide prevention. Session content focuses on providing timely, effective, competent, and evidence-based suicide prevention support to students and families. Each session is contextualized with experience and suggestions from on-the-ground regional leadership

Visioning Onward: A Guide for All Schools | New England MHTTC

These guides help school leaders implement recommendations from the guided discussion series Visioning for the Future of Education in their own schools and districts.

Well-Being Wednesdays: Taking Care of Educators Who Take Care of Kids | Mid-America MHTTC

This is a monthly webinar series geared toward education professionals, administrators, and stakeholders who are working together to create a culture of well-being that supports students and educators. Each session focuses on one of the 10 ARC practice modules and follows a tell-show-do approach. Session leaders teach one skill per session, outlining the skill, providing examples, and promoting use of the skill.

What will school be like next year? Visioning for the Future of Education | New England MHTTC

In this webinar, participants receive a study guide to take our virtual approach back to your schools and districts to conduct your own visioning sessions. Participants are guided through our 8-step iterative visioning approach, explaining the importance of visioning for success in business and in education, and helping you plan for visioning with your staff and local communities.

The COVID-19 pandemic has caused a seismic shift in how practitioners and school-based mental health professionals provide services. This session focuses on the pragmatic questions of how to do these services with practical suggestions about what helps and what interferes with client engagement, how to prevent problems, and how to manage when challenges arise.

School Mental Health Resources From Other Organizations
American Academy of Child & Adolescent Psychiatry: Talking to Children About Coronavirus
American Academy of Experts in Traumatic Stress: Helping Children Cope Emotionally with the Coronavirus
Centers for Disease Control and Prevention: Talking With Children About Coronavirus Disease Centers for Disease Control and Prevention: Tips for Parents While School's Out
Child Trends: Resources for Supporting Children's Emotional Well-being During the COVID-19 Pandemic
Letters to Strangers: Mental Health Made Personal National Alliance on Mental Illness (NAMI): Supporting the Emotional Needs of Youth During COVID-19 Webinar
National Alliance on Mental Illness (NAMI): Ask the Expert Webinar: In-Person, Virtual and Everything In Between - Supporting Families and Children Returning to School, Thursday, August 27, 2020

(also available in National Child Traumatic Stress Network: Fighting the Big Virus: Trinka's and Sam's Questions Spanish, Chinese, Finnish, Portuguese, and Mandarin)

(also available in National Child Traumatic Stress Network: Parent/Caregiver Guide to Helping Families Cope with COVID-19 Spanish and Chinese)

(also available in and National Child Traumatic Stress Network: Trinka and Sam Fighting the Big Virus: Trinka, Sam, and Littletown Work Together Spanish Chinese, Finnish, Portuguese, Mandarin)
The Institute for Innovation & Implementation at University of Maryland: Coping with COVID-19 as a Family
For Educators and School Mental Health Professionals
American School Counselors Association: Planning for Virtual/Distance School Counseling During an Emergency Shutdown American Academy of Child and Adolescent Psychiatry (AACAP) and American Psychiatric Association (APA) Detail Steps Necessary for Safely Reopening Schools This Fall Centers for Disease Control and Prevention: One-Stop Shop COVID-19 Resources | K-12 Schools Center for Mental Health in Schools and Student/Learning Supports: Responding to the Coronavirus Crisis
Center for Mental Health in Schools and Student/Learning Supports: Embedding Mental Health as Schools Change
Center for Mental Health in Schools and Student/Learning Supports: Restructuring California Schools to Address Barriers to Learning and Teaching in the COVID 19 Context and Beyond Center on Positive Behavioral Interventions & Support: Resources for Returning to School During and After Crisis Center to Improve Social and Emotional Learning and School Safety: Strategies for Trauma-Informed Distance Learning Child Trends: As Schools Reopen, Addressing COVID-19-related Trauma and Mental Health Issues Will Take More Than Mental Health Services Department of Education COVID-19 Handbook: Roadmap to Reopening Safely and Meeting All Students' Needs
Ed Redesign Lab at Harvard Graduate School of Education: Re-Envisioning School-Based Health Centers During Covid-19: A Spotlight on Innovative Approaches
Kaiser Permanente: When Learning Starts: Playbook for Healthy School Communities Mental Health America: Young People's Mental Health In 2020
Mental Health Association in New York State School Mental Health Resource and Training Center: Maintaining Mental Health in Schools During Social Distancing:An MTSS approach
National Association of School Psychologists: Countering Coronavirus Stigma and Racism | Tips for Teachers and O: er Educators National Association of School Psychologists: Preparing for Infectious Disease Epidemics| Brief Tips for School Mental Health Professionals National Association of School Psychologists: Responding to COVID-19 | Brief Action Steps for School Crisis Response Teams National Association of School Psychologists: When One Door Closes and Another Opens: School Psychologists Providing Telehealth Services National Center for School Crisis and Bereavement: COVID-10 Pandemic Resources National Center for School Mental Health: COVID-19 Resources National Center for School Mental Health and the School-Based Health Alliance: School Mental Health Planning for the 2020-21 School Year During COVID-19 National Child Traumatic Stress Network: Coping in Hard Times: Fact Sheet for School Staff National Child Traumatic Stress Network: PFA-S: Provider Self-Care National Child Traumatic Stress Network: Trauma-Informed School Strategies during COVID-19
SAMHSA: COVID-19 Guidance for Schools and Childcare Programs
School Social Work Association of America: Supporting LGBTQ Students During the Coronavirus Pandemic: A Tipsheet for School Social Workers The National Academies of Science, Engineering, and Medicine: Reopening K-12 Schools During the COVID-19 Pandemic | Prioritizing Health, Equity, and Communities Thriving Schools: Resources for Schools and Families Impacted by COVID-19
SAMHSA's Disaster Distress Helpline is standing by 24/7 to support you during the pandemic & beyond. Toll-free, multilingual, & confidential support services are available to all residents in the U.S. & its territories. Call 1-800-985-5990 or text TalkWithUs to 66746 to connect with a trained counselor.

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Responding to COVID-19 | School Mental Health Resources

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Public health emergencies such as COVID-19 have a significant impact on students and their families, educators and the school mental health workforce, as well as the school mental health system. Addressing the mental health impact on students, parents, teachers and school personnel has become more important and necessary than ever before.

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Mental Health Technology Transfer Center Network

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There is a huge unmet need for mental health services among children and young adults. School mental health services can help meet that need.

cording to the American Academy of Pediatrics , more than 20% of children and adolescents have a mental health condition. Most chronic mental illness begins by age 24, including half by age 14, making this time of life critical for beginning to receive mental health services.

However, only about half of school-age children with a mental health condition actually receive mental health services, and most (70-80%) of those who receive services obtain them through school. Schools are a natural setting to promote student well-being and address mental health concerns. Mental health services and supports are increasingly integrated into education systems because of the documented link between mental health and educational success. In addition, some argue that schools have an ethical imperative to attend not just to the academic success of students, but also their social, emotional and behavioral development.

Yet, there are often very few mental health service providers in schools: the ratio of students to school counselors in the US is 481:1, and the ratio of school-age children to school psychologists is 1506:1. Furthermore, while strategic collaborations between school systems, the mental health workforce, and community programs are imperative to the success of school mental health programs, effective interdisciplinary teamwork is a common challenge.

In August 2018, the MHTTC Network, which includes 10 Regional Centers, a National American Indian & Alaska Native Center, a National Hispanic & Latino Center, and a Network Coordinating Office, received supplemental funding to address the need for further implementation of mental health services in school systems. The MHTTC Centers are:

Providing direct TA and training on the implementation of mental health services in schools and school systems.

Providing training/TA on the importance of mental health service provision in schools and linkages to such services where direct provision is not possible.

Disseminating information related to best models of school-based mental health provision, including ways in which these models can be implemented.

Responding to COVID-19: School Mental Health Webpage
in-person learning opportunities are postponed until further notice, the MHTTC Network continues to offer numerous school mental health related virtual learning opportunities and other resources through its School Mental Health Initiative. Access to our special collection of back-to-school mental health programming brought to you by the Network on our Responding to COVID-19: School Mental Health webpage . In addition to back-to-school resources, we have compiled other MHTTC products and resources specific to school mental health that can be useful when coping with the effects of widespread public health crises. A compilation of school mental health resources from other organizations is also available.

For a summary of our activities from 2018-2019, please click here.

1. Committee on School Health. (2004). School-based mental health services. Pediatrics, 113, 1839-1845.
2. Kessler et al. (2005). Prevalence, severity, and comorbidity of 12-Month DSM-IV disorders in the National Comorbidity Survey replication. Archives of General Psychiatry, 62(6), 593-602.
3. National Institute of Mental Health. (n.d.). Retrieved at: https://www.nimh.nih.gov/health/statistics/index.shtml
4. Rones & Hoagwood. (2000). School-based mental health services: a research review. Clinical Child & Family Psychology Review, 3, 223-241.
5. Burns, Costell, Angold, Tweed, et al. (1995). Children's mental health service use across service sectors. Health Affairs, 14, 149-159.
6. Fazel, Hoagwood, Stephan, & Ford. (2014). Mental health interventions in schools. Lancet Psychiatry, 1(5), 377-387.
7. Stephan, Sugai, Lever, & Connors. (2015). Strategies for integrating mental health into schools via a multi-tiered system of support. Child and Adolescent Psychiatric Clinics of North America, 24(2), 211-231
8. Gewertz.(2018). School counselors responsible for 482 students on average, report finds. Retrieved from http://blogs.edweek.org/edweek/high_school_and_beyond/2018/02/school_counselors_responsible_for_482_students_on_average.html
9. Jimerson, Shane, et al. (2009). How many school psychologists are there in each country of the world? School Psychology International, 30, 555-567.
10. Stephan, Weist, Kataoka, Adelsheim, & Mills. (2007). Transformation of children's mental health services: The role of school mental health. Psychiatric Services, 58(10), 1330-1338.
11. Weist, Mellin, Chambers, Lever, Haber, & Blaber. (2012). Challenges to collaboration in school mental health and strategies for overcoming them. Journal of School Health, 82, 97-105.

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There is a huge unmet need for mental health services among children and young adults. School mental health services can help meet that need. cording to the American Academy of Pediatrics , more than 20% of children and adolescents have a mental health condition.

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Transforming Education Resources for Educators

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Transforming Education Resources for Educators

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We are committed to sharing what we're learning in order to help educators act on what is known today about social-emotional learning and whole child development.

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NPR: Kids Feel Pandemic Stress Too. Here's How To Help Them Thrive

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NPR: Kids Feel Pandemic Stress Too. Here's How To Help Them Thrive

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As the pandemic continues, children are still mostly at home. Summer activities are canceled or up in the air, and many children are suffering confusion and stress. Parents may be stressed themselves, but there are ways to help kids feel better.

During the first few weeks of staying at home, Maryam Jernigan-Noesi's 4-year-old son Carter was excited. His working parents were around him most of the day, and it seemed like a big extended weekend. But after a few weeks, she says, things changed.

"In terms of getting dressed and brushing teeth and that type of routine, he was a little slower to do that... testing the limits with mom and dad," she recalls.

Carter was used to a two-hour nap at school. But now at home, he didn't want to nap. And at night, it was hard for him to get to sleep. "So in some cases, he was in bed just wiggling and twisting and turning," Jernigan-Noesi says. He would tell his parents he wasn't sleepy and couldn't fall asleep.

As a child psychologist, Jernigan-Noesi knows that when children are emotionally distressed, they may revert to behaviors from earlier childhood. Those who are potty-trained may have accidents and wet the bed. Others may start thumb sucking again. "So, Carter, for example, who hasn't been rocked to sleep in a while, wanted to sit in my lap and be rocked in the chair that I used to breastfeed him in and rock him to sleep when he was much younger," she says.

A number of Jernigan-Noesi's friends tell her their children, 8, 9 and even older are suddenly clingy, following parents around the house, asking them to sit in the bathroom while baths are taken and teeth are brushed. "It's almost as if they did not want to do anything independently, which was uncharacteristic," she says. "These were developmental milestones they had met years before this time." She adds she has also begun to see this issue reported in psychology literature.

During these stressful times, children may also experience behavior changes like moodiness, anger and even tantrums, according to child psychologist Mary Alvord who studies trauma and resilience. She says anxiety can cause stomach aches and headaches, especially among older children.

What parents need to be on the lookout for, says Alvord are behavior changes that affect day-to-day functioning. This includes things like eating, sleeping and interactions with friends. If parents notice such major changes in day-to-day functioning, they might want to consult with a therapist, she says. Otherwise, here are some idea to try yourself at home.
Model calm
So what are parents to do? The first step in helping your child, she says: Look inward.

That's because, she says, children and teens pick up the level of stress in their parents. "They don't always understand what's going on, but they can feel the tension." So, the more calm a parent can be, the more they're reassuring their child, she says.

Of course, staying calm clearly isn't always easy and often requires a conscious effort. Create a mini break for yourself to reset your own stress levels.

"It might mean you go into the bathroom and lock the door for 10 minutes if you need to just kind of chill out and have your own space," she suggests."It may mean you go for a fast walk to reduce any tension that you have."
Focus on what's working
Another way to help: Shift focus from your child's worrisome behavior, says Alvord. Instead pay attention to what's going right and reinforce it.

Try saying things like, "you look really upset, but you talked about it, you stayed calm, you used an 'indoor voice', and you asked what you needed." She says it's important to teach kids, even at a young age, to figure out what they want and to assert themselves.
Create soothing spaces
Some parents have found it helpful to help their children create soothing spaces just for them, places they can go when they need to feel better. Barnet Pavao-Zuckerman lives in Silver Spring Maryland and has two children, Evelyn, 10, and a son Sagan, 7. Not long after the pandemic began, Evelyn built a fort for herself "a little cozy corner in her room that's totally enclosed with a Harry Potter cape and a Portuguese flag and some other fabric," says Pavao-Zuckerman. "When she's just feeling anxious or upset, she goes and sits in that little corner."

The cat sleeps in Evelyn's fort too. Under normal circumstances, Pavao-Zuckerman says she would have insisted Evelyn dismantle the fort so the area could be cleaned and vacuumed. "But under the circumstances today, it's totally fine; she needs that sort of cozy space where she feels safe, and to me, it seems like a pretty healthy way of dealing with stress and anxiety."

Indeed, it is a healthy option agrees Alvord, who says it's often as simple as that. "Kids have always liked being in their treehouses, their own little area where they can put their things," and feel safe.
Support kids' friendships
Connections to friends are important for kids' psychological development, Alvord says, especially for teens. "Are they losing friends or are they disconnected?" she says. "Because while we need to physically distance, we need to make sure we're all socially connected." says Alvord.

There are ways for kids to maintain friendships even with all the necessary precautions to avoid transmission. Alvord advises parents to encourage their children to connect whether it be physical distanced activities or online activities like video cuts, texting, phone calls and social media.

"I've noticed kids sitting outside on blankets, like one family on one blanket and another family on another blanket," she says. They can keep their distance, but still engage in group activities like blowing bubbles at each other. And, of course, if they're not six feet apart everyone should be wearing a mask. For older kids, Alvord says physical distancing walks and bike riding can be an opportunity both for physical exercise and for emotional bonding.
Encourage hobbies
With so many things that are beyond our control right now, Alvord suggests parents try discussing "some things their children can, in fact, control. For example, how they spend their time, what hobbies they engage in and enjoy, how they interact with family and friends, even what they can do to "stay safe."

"We want a proactive orientation," she says. "We don't want our kids to feel like victims." Kids can be encouraged to "play their guitar more, learn a new hobby, spend more time talking with their friends."
Have open and honest conversations
When children are clearly sad or upset, the best gift parents can give them is time, says psychiatrist Joshua Morganstein, who chairs a committee on the psychiatric dimensions of disaster for the American Psychiatric Association. "Sit with them and give them time, time to wait and listen to what they have to say." He says this lets the child know that, number one, they are "worth waiting for" and that you will try to understand what they're going through.

And be honest, he says, when talking with your child no matter what their age. That might mean admitting you don't know the answer to a question about the pandemic, and offering to look it up together. This models the attitude you want them to develop as they grow older, he says.

"Do I want them to make things up or pretend that they don't feel concerned about something? Or do I want them to go get some information, or to ask someone who maybe knows more about it? A trusted source, for example," he says.
Build a hopeful vision of the future
Being honest and direct is actually a way of teaching your child to feel hopeful, he says. "Hope isn't about pretending that everything's OK; it's about recognizing that things can be very, very difficult and that in the midst of all of that, we can still find ways to grow as individuals and as a family and to strengthen our connection with each other and with the people we care about."

Learning these things, he says can help "sustain a vision of a more hopeful future."

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Kids Feel Pandemic Stress Too. Here's How To Help Them Thrive

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As the pandemic continues, children are still mostly at home. Summer activities are canceled or up in the air, and many children are suffering confusion and stress. Parents may be stressed themselves, but there are ways to help kids feel better. During the first few weeks of staying at home, Maryam Jernigan-Noesi's 4-year-old son Carter was excited.

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A Trauma-informed Approach to Teaching Through Coronavirus

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Experts from the National Child Traumatic Stress Network share their recommendations for educators supporting students during the COVID-19 crisis.

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This Virtual Calming Room is a place for students and families to find tools and strategies for managing emotions and feelings.

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We are operating in uncharted territory right now that nobody could have possibly imagined or prepared for. Your R-MIS School Counselor, Mrs. Wheeler, wants you to know that , no matter what they are. You might feel scared, confused, overwhelmed, angry, alone, grateful, or completely calm. You might feel many things at once. Your feelings are normal; the situation is not. . your feelings are valid Don't forget to breathe

This Virtual Calming Room is a place for students and families to find tools and strategies for managing emotions and feelings.

Disclaimer: The following links are purely for educational purposes and are not intended as psychological interventions or as a substitute for psychological treatment. If you are in need of psychological help you should seek the consultation of a licensed mental health professional.

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We are operating in uncharted territory right now that nobody could have possibly imagined or prepared for. Your R-MIS School Counselor, Mrs. Wheeler, wants you to know that , no matter what they are. You might feel scared, confused, overwhelmed, angry, alone, grateful, or completely calm. You might feel many things at once.

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Strategies for Trauma-Informed Distance Learning

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Strategies for Trauma-Informed Distance Learning

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A new initiative that connects each of you in our global community with experts to address how SEL can be most helpful in response to today’s circumstances.

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The COVID-19 pandemic exacerbated feelings of isolation, stress, loss, and more among young people, adults, families, and communities. Social and emotional learning (SEL) offers a powerful means to support one another during these challenging times as our communities work to address the impact of the pandemic on students' learning and development.

Now, more than ever, we understand how important it is to demonstrate empathy and resilience, build relationships across distance, and call upon our collective resolve to strengthen our schools and our communities.

So, how can SEL support you and your work during this time? Find resources and guidance in Reunite, Renew, Thrive: SEL Roadmap for Reopening School (July 2020).

Our recommendations follow the four core focus areas for schoolwide SEL and districtwide SEL:

First, create a foundation for SEL.

Work with students, families, and communities to envision how education can more holistically support all learners.

Prioritize strong, two-way communication between families and schools.

Second, attend to well-being and mutual support among adults.

Pay close attention to our own social-emotional needs in order to be the community of adults who best serve our young people.

Foster supportive adult relationships to process emotions, share challenges, and offer support to one another.

Third, promote SEL for young people.

Provide consistency in daily routines to foster a sense of safety and predictability.

Listen to young people and support them in building or maintaining a sense of community and connection.

Incorporate social and emotional skill-building into learning (such as CASEL's SEL 3 Signature Practices).

Fourth, reflect on how things are going and adjust as you learn.

Listen to students, families, and your wider community of stakeholders as valuable sources of information about what is or isn't working.

Analyze results with a lens of equity to meet needs using our SEL Data Reflection Protocol

How is CASEL advancing this work?
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Guidance on School Transitions and Reopening

To aid in this time of continued transitions, CASEL collaborated with more than 40 partners to illuminate a way forward through Reunite, Renew, Thrive: SEL Roadmap for Reopening School (July 2020), centered on relationships and built on the existing strengths of a school community. As we prepared for Spring 2021, we offered three strategies adapted from the SEL Roadmap to re-examine efforts for a successful second semester: Refocus on the SEL Roadmap: Actions for a Successful Second Semester (January 2021).

CASEL CARES Webinar Series

In response to the pandemic, CASEL mobilized to provide social and emotional support to our communities and share best practices through an initiative called CASEL CARES. We offered weekly practical guidance and information on topics that were sourced from the field and relevant to the needs of today. Our CASEL CARES Webinars covered a wide range of SEL topics and attracted more than 100,000 people. View the on-demand series

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The COVID-19 pandemic exacerbated feelings of isolation, stress, loss, and more among young people, adults, families, and communities. Social and

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School Re-entry After COVID-19: A Trauma Informed Approach to Managing Anxiety and Promoting Social and Emotional Wellness by Dr. Scott Poland of Nova Southeastern University.  Great practical information and tips especially for administrators as well as teachers to take a trauma-informed approach starting now

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Virtual Small Group Referral Form:
https://docs.google.com/forms/d/e/1FAIpQLSdcWLKqsjJwJA8tywYN5PHFNqrB0AsD6iGgRC7WKY2j4MZQFA/viewform?usp=sf_link

Referral Form:
https://docs.google.com/forms/d/e/1FAIpQLSc_5QzooVzYZQw6BPH_zNn6El7wU9yji0WO7Y-_IDZ28y10YQ/viewform?usp=sf_link

Weekly Feelings Check-In
https://docs.google.com/forms/d/e/1FAIpQLSdcIji4lic668pt9v9EQfmdF6TFOLAm9s0fHxlRq3gP4bdBWw/viewform?usp=sf_link

Appointment Scheduler
https://docs.google.com/forms/d/e/1FAIpQLSfIDJsb5lmOCPbWR2S6UH7OQhZEY597kVubFMUY4tHh0u4ung/viewform?usp=sf_link

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Understanding Trauma and Traumatic Stress

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What is a trauma-informed school?

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I am an elementary school counselor. In my former life, have been a high school teacher, college of education academic advisor, real estate broker, and home remodeler.

The guidepost which orients my counseling style is that we are wired for connection. I am also anchored by multicultural, wholistic, feminist, solution-focused, and postmodern therapeutic perspectives.

HONORS/AWARDS/SHINING TEACHER MOMENT

MY OWN EDUCATIONAL HISTORY

Masters in Counseling and American Studies.

ADDITIONAL BIOGRAPHICAL INFORMATION

Mostly I believe in black tea at 4am, kindness, libraries, showing up, being brave, hard work, a good pair of running shoes, second chances, and chocolate. Also, ain't nothing more lovely than family bike rides, game nights, and watching your children take flight.

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I am an elementary school counselor. In my former life, have been a high school teacher, college of education academic advisor, real estate broker, and home remodeler. The guidepost which orients my counseling style is that we are wired for connection. I am also anchored by multicultural, wholistic, feminist, solution-focused, and postmodern therapeutic perspectives.

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Trauma-informed Teams

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Health And Physical Education | PBS LearningMedia

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Find health and physical education supplementary teaching resources for all ages. Discover videos, games, and activities aligned to state and national standards.

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KDE Guidance on How Districts Can Facilitate Conversations About Race-based Stress and Trauma

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KDE Guidance on How Districts Can Facilitate Conversations About Race-based Stress and Trauma

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National Center for School Mental Health: Covid-19 Resources

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National Center for School Mental Health: Covid-19 Resources

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COVID-19, the disease caused by the coronavirus, is a global pandemic that has shut down much of society, including many schools. The stress associated with this virus may understandably increase worry and anxiety in our students, staff, families, and communities. At the National Center for School Mental Health, we want to support you as you protect your health and the health of those around you. To that end, we have accumulated resources and tips for you to use and share with others in your networks. We will continue to update these resources as we learn more.

Conducting research or evaluation related to COVID-19? This repository of data collection instruments for assessing COVID-19-relevant behavioral health from the National Institutes of Health may be helpful.

School Staff & Administrators

Planning for the 2020-2021 Academic Year

Students, families, and school staff, and mental health providers may experiences a variety of challenges and opportunities when they transition back to school. There is an expected rise both in mental health problems and tools to address them. While many states may still be months away from reintroducing students into school buildings, we are gathering resources to help everyone prepare.

An Initial Guide to Leveraging the Power of Social Emotional Learning As You Prepare to Reopen and Renew Your School Community: In this guide, CASEL shares a framework with actionable recommendations to help school leadership teams plan for the SEL needs of all students and adults during the upcoming transition into summer and the beginning of the new school year. While this guidance is written for school leadership teams, states and districts will play critical roles in ensuring schools have the resources, support, and guidance needed to carry out these actions.

Behavioral Health Impacts after COVID-19 Shelter-at-Home Orders: What to Expect and Ways to Prepare for the Return to School: This document is created by the UW Department of Psychiatry and Behavioral Sciences and Seattle Children's Hospital, in collaboration with the northwest MHTTC and the UW SMART center. Learn what to expect, find resources, and see recommendations at the staff, school, and district levels.

Considerations for K-12 Schools: Readiness and Planning Tool: The CDC offers the following readiness and planning tool to share ways school administrators can help protect students, staff, and communities, and slow the spread of COVID-19. This tool aligns with their Considerations for Schools, and includes a General Readiness Assessment, Daily/Weekly Readiness Assessment, Preparing for if Someone Gets Sick, and Special Considerations and Resources.

COVID-19 Considerations for Reopening Schools: Supporting Student and Staff Wellness: This guidance document from the Kentucky Department of Education addresses planning considerations for the social and emotional wellbeing of students and staff during the transition when schools reopen.

COVID-19 Planning Considerations: Return to In-person Education in Schools: This American Academy of Pediatrics web page presents a list of considerations for when and how to re-open in-person schools.

Guidelines for Re-opening Schools from the AASA COVID-19 Recovery Task Force: AASA, The School Superintendents Association, is committed to supporting superintendents and other school district leaders throughout the country during this challenging and unprecedented time. On April 30, 2020, the AASA COVID-19 Recovery Task Force, made up of superintendents and the nation's foremost thought leaders in public education, was formed to create a consensus-driven set of guidelines for reopening schools effectively in the COVID-19 environment. This is a living website and will continue to be updated as the Task Force releases additional details.

Maryland's Recovery Plan for Education: The Maryland State Department of Education developed a "Recovery Plan for Education" describing the COVID-19 Response and Path Forward. Details are provided related to supporting student mental health, including roles and responsibilities of educators, student support staff, and other mental health providers.

Phase 2: Restart and Recovery: The Council of Chief State School Officers developed this guide to support states as they plan to restart schools and recover student learning loss.

Plan Ahead to Support the Transition Back of Students, Families, and Staff: The UCLA Center for Mental Schools dedicated their quarterly e-journal Addressing Barriers to Learning to guidance and resources to support schools as they prepare to transition students back into classroom learning.

School Mental Health Planning for the 2020-2021 School Year During COVID-19: This webinar from the NCSMH and School-Based Health Alliance is part of the School Health Services National Quality Initiative webinar series on Innovation and Emerging Best Practices.

School Re-entry Considerations: Supporting Student Social and Emotional Learning and Mental and Behavoiral Health Amidst COVID-19: The American School Counselors Association and the National Association of School Psychologists co-developed this guide, which will be update as school re-entry plans evolve. Successful reentry plans will inform innovative ways schools address student and staff psychological safety, social and emotional learning, and mental and behavioral health during the transition to in-person learning.

Schools Decision Tool: The CDC has created a brief, user-friendly tool to assist schools in deciding when and how to re-open school buildings.

Supporting a Mentally Healthy Return to School: This document, created by School Mental Health Ontario, provides guiding principles, broad questions for consideration, and planning templates to assist your team in supporting a mentally healthy return to school.

Wellness & Mental Health

Early Child Mental Health is created in collaboration with the Center of Excellence for Infant and Early Childhood Mental Health.

Technology to Support School Mental Health

School closures, along with policies and guidance on physical/social distancing, have required a shift in school mental health practices globally. Technology offers many tools and strategies to support these changing conditions and to promote the well-being of our students. The NCSMH is working to support the evolving landscape of school mental health in the context of COVID-19, including how to leverage technology. Below are resources to assist you and your team in preparing for leveraging technology to support school mental health with your students, families, and colleagues.

Mental Health Promotion (Tier 1): Health and Wellness, Social Emotional Learning

Health and Wellness

Social Emotional Learning

Closegap is a free web-based portal that educators can use to assess the social emotional status of their students each day, and get them additional support if needed.

EVERFI's free, online social emotional learning resources are designed to equip educators with tools to nurture skills like compassion, leadership, conflict resolution, self-awareness, and resilience. Register here.

PATHS is an online social emotional learning program and curriculum that is currently free to educators.

RethinkEd Social and Emotional Learning and Mental Health: This is an evidence-based program delivered on a digital platform and designed for easy implementation.

Webar-Supporting Students' SEL and Mental Heath Needs In the COVID-19 Era: This webinar from the Education Development Center covers how to support the SEL and Mental Health needs of students.

Training

Early Intervention & Treatment (Tiers 2 & 3): Guidance & Training

General Telehealth Guidance

Training

A Practical Guide to Providing Telepsychology with Minimal Risk: This 3-hour seminar from the National Register of Health Service Providers provides expert guidance on practice, regulation, and risk management of telehealth.

Ask the Experts Webinar Series: NASP has created a series of webinars designed to help school psychologists explore problems of practice related to the remote delivery of school psychological services. Each webinar is 30-45 minutes in length and is publicly available.

Key Developments in Medicare Telehealth Options During COVID-19: The National Association of Social Workers conducted a webinar that provided an update on guidance from the Centers for Medicare and Medicaid Services (CMS) on enhanced telehealth (including teletherapy) options for Medicare beneficiaries during the current COVID-19 public health emergency.

Multi-Tiered School Mental Health Improvement, Innovation, and Advocacy During COVID-19: This webinar from the NCSMH and School-Based Health Alliance is part of the School Health Services National Quality Initiative webinar series on Innovation and Emerging Best Practices.

Responding to COVID-19 | School Mental Health Resources: The MHTTC hosts regularly scheduled webinars on a variety of relevant topics, including mental heath support for educators, suicide prevention for caregivers, and telehealth learning and consultation. View MHTTC's telehealth-specific webinars here.

Social Emotional Learning: Making it Work When Schools are Open or Closed: Get your questions answered Tuesday, April 14, 2020, from 1-3 p.m. ET, and join a deep dive on how to make social-emotional learning work in your school, whether the learning is in-person or virtual. Register via the link.

Standards for Technology in Social Work Practice: NASW, ASWB, CSWE, & CSWA collaborated on this standards report.

Suicide Prevention, Intervention, and Postvention: What School-Based Staff Need to Know: This webinar from the NCSMH and School-Based Health Alliance is part of the School Health Services National Quality Initiative webinar series on Innovation and Emerging Best Practices.

Telebehavioral Health Training and Technical Assistance: The SAMHSA-HRSA Center for Integrated Health Solutions Telebevioral Health Training and Technical Assistance Series can help providers and health clinics understand and adopt telebehavioral health services.

Telemental Health 101: This 47 minute training, conducted by Jennifer Cox, LCSW-C, Director of the University of Maryland School Mental Health Program, provides an overview to help prepare school mental health clinicians to use telemental health to provides services and supports to students and families.

Telepsychology Best Practices 101 Series: The APA is currently offering this training series free of charge. This series contains 2-hr webinars that introduce the learner to the ins and outs of tele-psychology.

Training and Technical Assistance Related to COVID-19: SAMHSA compiled this document with MHTTC resources, including the recorded webinar "Substance Use Disorder Services in the Days of a Pandemic: You Need A Bigger Boat!", and the upcoming webinars "Changing the Conversation about Mental Health to Support Students During a Pandemic" and "Changing the Conversation About Mental Health - How do we Come Back to the New Normal?"

Activites for Building Rapport

Creative Interventions for Online Therapy with Children Techniques to Build Rapport: This article, authored by Liana Lowenstein, MSW, is for mental health professionals who have been properly trained in providing online therapy to children. It lists and describes a variety of games and activities to build rapport with clients in a telehealth setting.

A variety of websites include free online games for clients. For many, you can send a direct link to the client and play with them to ensure they are not playing with a stranger.

Telehealth Platforms, Internet & Cellular Data

Telehealth Platforms

The Office of Civil Rights (OCR) in the Department of Health and Human Services (HHS) will exercise its enforcement discretion and will not impose penalties for noncompliance with the regulatory requirements under the HIPAA Rules against covered health care providers in connection with the good faith provision of telehealth during the COVID-19 nationwide public health emergency. As such, covered health care providers may use popular applications that allow for video chats, including Apple Facetime, Facebook Messenger video chat, Google Hangouts Video, or Skype. This notification is effective immediately. In the announcement, OCR provides a list of some vendors that represent that they provide HIPAA-compliant video communication platforms and that they will enter into a HIPAA business associate agreement (BAA).

Additional platforms to consider:

Public-facing video communication applications should not be used in the provision of telehealth by covered healthcare providers. This includes Facebook Live, Instagram Live, Twitch, TikTok, and other similar applications.

Internet & Cellular Data

Some home internet and cellular service providers are improving their data plans, temporarily providing free internet, or temporarily waiving fees so more people can access quality internet without disruption at this time. Learn what your provider(s) are doing:

Telemental Health 101 Webinar

This 47-minute training, conducted by Jennifer Cox, LCSW-C, Director of the University of Maryland School Mental Health Program, provides an overview to help prepare school mental health clinicians to use telemental health to provide services and supports to students and families.

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COVID-19, the disease caused by the coronavirus, is a global pandemic that has shut down much of society, including many schools. The stress associated with this virus may understandably increase worry and anxiety in our students, staff, families, and communities.

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KDE COVID-19 Considerations for Reopening Schools: Supporting Student and Staff Wellness

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KDE COVID-19 Considerations for Reopening Schools: Supporting Student and Staff Wellness

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HEARTS: Healthy Environments and Response to Trauma in Schools

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HEARTS: Healthy Environments and Response to Trauma in Schools

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Multi-tiered model for trauma-informed schools

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UCSF HEARTS: Healthy Environments and Response to Trauma in Schools

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Free resources for developing multi-tiered School Mental Health along with an assessment tool for action planning a systemic approach to trauma-informed schools

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Alternatives to Exclusionary Discipline

Exclusionary discipline policies, such as suspensions or expulsions, can have long-term negative consequences on youth (e.g. school dropout and involvement in the juvenile justice system) and school climate ( White House Report: The Continuing Need To Rethink Discipline; HHS and U.S. DoE Policy Statement on Exclusionary Discipline). Although federal data demonstrate steady declines in suspensions and expulsions, data indicate that students of color and students with disabilities continue to be disproportionately suspended or expelled.

Several states have addressed the negative consequences and disparities related to exclusionary discipline by enacting policies that direct schools and districts to eliminate or reduce punitive discipline practices and/or implement restorative practices.

Sources: Data retrieved via an extensive independent review by the NCSMH and supplemented by additional sources, including:

National Association of State Boards of Education (NASBE). (2020). State Policy Database: Alternatives to Exclusionary Discipline. Retrieved from: https://statepolicies.nasbe.org/health/categories/social-and-emotional-climate/alternatives-exclusionary-discipline

Education Commission of the States. (2018). School Discipline: Are there non-punitive approaches outlined as alternatives to suspension or expulsion? Retrieved from: http://ecs.force.com/mbdata/MBQuest2RTanw?rep=SD1804

All 50 states and the District of Columbia have either anti-bullying laws, regulations, model policies, or a combination of all three. These require districts to engage in bullying prevention and to respond when bullying occurs. Although it is necessary to address bullying, there is concern regarding the reliance on punitive responses to bullying. Punitive discipline practices do not reduce incidents of bullying and do not address harm.

The links in the map lead to state pages on stopbullying.gov, a site hosted by the US Department of Health and Human Services. In addition to describing the laws, policies, and common components, each state page provides link to the policy itself.

The information in the map was originally collected and compiled by several federal government agencies, including U.S. Department of Education (DoE), Department of Health and Human Services (HHS), and Department of Justice (DOJ).

U.S. Department of Health and Human Services. (2018). Laws, Policies, & Regulations | StopBullying.gov. https://www.stopbullying.gov/resources/laws

Every Student Succeeds Act (Chronic Absenteeism and School Climate)

One of the most significant components of the Every Student Succeeds Act (ESSA) is the requirement that states include multiple measures in their accountability systems. In addition to academic indicators (academic achievement, academic growth, graduation rate, and progress in achieving English language proficiency (ELP)), states must select at least one indicator of "school quality or student success" such as:

Rates of chronic absenteeism

College and career readiness

Student or educator engagement

Student access to and completion of advanced coursework

School climate

States have the flexibility to select multiple "school quality or student success" indicators and to use multiple measures within each indicator.

Expanded Medicaid Coverage in Schools

In 2014, the Center for Medicare and Medicaid Services (CMS) reversed the Free Care Rule, which restricted schools from getting reimbursement for services provided to Medicaid-enrolled students without an Individualized Education Plan (IEP). The reversal permits states to allow school districts to bill Medicaid for school-based health services, including mental health services, provided to all Medicaid-enrolled children, not just those with an IEP. To expand this eligibility, states need to take action, typically through modification of state Medicaid plans. For more information on school Medicaid, please visit the Healthy Students, Promising Futures webpage, a Healthy Schools Campaign program.

The map below displays states that have leveraged the policy reversal by expanding Medicaid coverage in schools, states that are in the process, and states that have not yet taken action.

This information was originally compiled by the Healthy Schools Campaign through their Healthy Students, Promising Futures program.

Partnering with and effectively engaging families is critical to the success of comprehensive school mental health systems. The map below displays states that have a policy directing districts to develop or implement plans, policies, or programs related to family engagement in schools.

The information in this map was compiled by the National Association of State Boards of Education.

National Association of State Boards of Education (NASBE). (2020). State Policy Database: Family Engagement Plans. Retrieved from: https://statepolicies.nasbe.org/health/categories/family-engagement/family-engagement-plans

Funding for school mental health comes from multiple and diverse funding sources, including federal, state, district, school, and private support. The maps below display states that use federal funding sources (U.S. Department of Education and U.S. Department of Health and Human Services) and those that use state funding sources (e.g. specific appropriations in state budgets, state taxes, and state education funding).

This information was compiled by the Education Commission of the States. Their policy brief, State Funding for Student Mental Health, details these funding sources and includes several state examples.

The School Mental Health Quality Guide: Funding and Sustainability provides background information on funding and sustainability, best practices, examples from the field, and resources.

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SHAPE - School Health Assessment and Performance Evaluation

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Alternatives to Exclusionary Discipline Exclusionary discipline policies, such as suspensions or expulsions, can have long-term negative consequences on youth (e.g. school dropout and involvement in the juvenile justice system) and school climate ( White House Report: The Continuing Need To Rethink Discipline; HHS and U.S. DoE Policy Statement on Exclusionary Discipline).

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Free training tools and resources for implementing a systemic approach to trauma-informed schools

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For developing staff self-care and preventing/responding to potential stress, burnout, and secondary traumatic stress

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Compassion Resilience Toolkit - Facilitator resources to build the capacity of helping professionals, caregivers, and the systems in which they serve.

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Facilitator resources to build the capacity of helping professionals, caregivers, and the systems in which they serve.

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This one-day virtual summit for school PBIS teams and other professionals has been designed to help increase the effectiveness of PBIS implementation with conference-like sessions focused on evidence-based practices that will be essential in the upcoming school year.

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National Center for School Mental Health: Cultural Responsiveness & Equity Resources

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National Center for School Mental Health: Cultural Responsiveness & Equity Resources

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The NCSMH team grieves the racist murders of Black people in the US. George Floyd, Breonna Taylor, Tony McDade, and Ahmaud Arbery are only a handful of recent, high-profile examples. Racism and white supremacy are embedded in US history, upheld by inequitable policies and actions, and impact the health and well-being of people of color. Within this larger context, schools have long struggled to address the racial disparities in discipline and the opportunity gap. Through addressing structural and systemic inequities long present in the education system, schools have opportunities to develop and model equitable and anti-racist policies and practices. We all have the ability to learn, heal, and grow together.

Below are resources for schools, mental health providers, communities, families, and students on cultural responsiveness and equity in school mental health. This page is created in collaboration with the Cultural Responsiveness and Equity Specialty Track of the Annual Conference on Advancing School Mental Health ( CREtrack@som.umaryland.edu). We will add to the content on this page in coming weeks.

Addressing Race and Trauma in the Classroom: A Resource for Educators: This National Child Traumatic Stress Network resource helps educators understand how they might address the interplay of race and trauma and its effects on students in the classroom. The guide outlines recommendations for educators and offers a list of supplemental resources. It should be implemented in accordance with individual school policies and procedures.

Anti-racist Reading List from Ibram X. Kendi: This community-created list from the Chicago Public Library contains books dedicated to helping individuals learn how to be anti-racist.

Building Racial Justice and Equity: The Association for Supervision and Curriculum Development has compiled resources to collectly work to dismantle racism at every level.

Countering COVID-19 (Coronavirus) Stigma and Racism: Tips for Parents and Caregivers: The NASP resource provides tips for parents and caregivers on countering COVID-related racism.

Creating the Space to Talk About Race in Your School: The National Education Association's edjustice resources developed a resource guide to create spaces to talk about race in classrooms.

Distance Learning During COVID-19: 7 Equity Considerations for Schools and Districts: This issue brief from the Southern Education Foundation provides guidance for equity considerations in light of COVID-19.

Educational Equity and Coronavirus: Promoting Instructional Equity and Student Well-being: From the Education Trust - New York "Responding to the coronavirus through an educational equity lens starts by recognizing that vulnerable students are at particular risk when schools are closed for any length of time. On this page you will find resources for policymakers and education leaders designed to focus on the needs of historically underserved groups of students during this crisis."

Elmo's Dad Louie Explains Racism and the Power of Protesting: NBC's Today Show shares and discusses the Sesame Street clip where Elmo discusses protests and racism with his father, Louie.

Racial Trauma Toolkit: The Boston College Institute for the Study and Promotion of Race and Culture provides a manuscript and infographic on the trauma symptoms communities of Color may experience.

Racism and Violence: How to Help Kids Handle the News: From the Child Mind Institute, this guide steps those who interact with children through how to validate feelings, talk about race and racism, work through tough questions, and more.

Social Justice: The National Association of School Psychologists has developed resources and guidance on understanding bias and privilege and supporting youth and families.

Systemic Racism Explained: Systemic racism affects every area of life in the US. From incarceration rates to predatory loans, and trying to solve these problems requires changes in major parts of our system. Here's a closer look at what systemic racism is, and how we can solve it. This video is created by act.tv, a progressive media company specializing in next generation live streaming and digital strategy.

Talking About Race: The National Museum of African American History & Culture for educators, caregivers, and involved community members sorted by topics of bias, whiteness, and self-care.

Talking to Kids About Racism and Justice: A List for Parents, Caregiver, & Educators: The Oakland Library developed a curated list of books, articles, videos, websites, and more, broken down by age range to assist adults in discussions of racism and justice with children.

Teaching Tolerance is an organization who's mission is "to help teachers and schools educate children and youth to be active participants in a diverse democracy." Their website features resources to support teaching about Black Lives Matters, Race, Racism, Police Violence, and much more.

Twitter Thread of Black School Psychologists by Celeste Malone, PhD.

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The NCSMH team grieves the racist murders of Black people in the US. George Floyd, Breonna Taylor, Tony McDade, and Ahmaud Arbery are only a handful of recent, high-profile examples. Racism and white supremacy are embedded in US history, upheld by inequitable policies and actions, and impact the health and well-being of people of color.

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The National Child Traumatic Stress Network

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The primary mission of schools is to support students in educational achievement. To reach this goal, children must feel safe, supported, and ready to learn.

The following resources on Schools were developed by the NCTSN.

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The primary mission of schools is to support students in educational achievement. To reach this goal, children must feel safe, supported, and ready to learn. The following resources on Schools were developed by the NCTSN.