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The Boy Who Was Raised as a Dog: And Other Stories from...

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Read 2,642 reviews from the world's largest community for readers. What happens when a young brain is traumatized? How does terror, abuse, or disaster affe...

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Episode #47:  Dr. Bruce Perry - Trauma Informed Educators Network Podcast

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Information for educators seeking to enhance mental health support

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SEL Essentials: Supporting Students Who Are Dealing with Trauma

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In this installment of the SEL Essentials series, we explore how teachers can support students dealing with trauma.

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Trauma-sensitive approaches to improve academic outcomes.

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NEA's COMMITMENT

The National Education Association (NEA) is committed to ensuring that school is a safe, welcoming, and inclusive place where all students can thrive, regardless of circumstance or ZIP code, and where educators have the support and resources they need to be successful. We believe supporting students who suffer from childhood trauma requires whole school involvement and transformation. All school employees play a crucial role in supporting students impacted by childhood trauma. In keeping with this vision, the Association and its affiliates are actively engaged in finding ways for schools and educators to address the issue of trauma and its implications for learning, behavior, and school safety.

FRAMING THE ISSUE OF TRAUMA

From school shootings that shock the nation with grim regularity to the daily toll of violence, poverty, abuse, and addiction in our communities that rarely makes headlines, America's students and their families often experience traumatic events that can shape their lives forever.

Decades of research and studies have established that children who experience adverse childhood experiences (ACEs) not only are more likely to exhibit negative behaviors at school, but are more likely to develop risky behaviors. They are more likely to face a host of negative health consequences over their lifetimes, including reduced life expectancy. Data from the 2016 National Survey of Children's Health (NSCH) showed that 46 percent of America's children had experienced at least one adverse childhood experience with the number rising to 55 percent for children aged 12 to 17. One in five U.S. children had two or more ACEs.

Given the pervasiveness of ACEs across the population, most educators encounter trauma-affected students throughout their careers, whether they know it or not. Often these students exhibit a sudden change in behavior, from social withdrawal to violent outbursts or self-harm. When an educator frequently interrupts instruction to address disruptive behavior, teaching and learning for the entire class can suffer.

These outbursts and the punishments that often follow affect the psychological well-being and safety of both educators and students and, left unexamined, contribute to the school-to-prison pipeline that NEA is committed to eradicating.

ADDRESSING THE ISSUE OF TRAUMA

Unions and districts across the country are working together to address the epidemic of trauma in schools with students' and educators' needs in mind. They are collaborating to transform schools into "trauma-informed" or "trauma-sensitive" environments, taking deliberate steps to become safe havens for every student and safe working environments for every educator.

ACEs awareness and engagement on a national level is imperative to ensure students are healthy, safe, engaged and supported so that they are ready to learn. Trauma-sensitive and trauma-informed environments allow educators the opportunity to collaborate in a way that supports a student's mental and physical health so that learning can occur. School communities that engage in paid professional development, practice and support for all school employees create a culture that builds resilience for all students. Trauma-sensitive focus on education fosters a school climate where students feel safe and confident in their ability to learn, can differentiate between trauma induced behavior and appropriate behavior, and connect with adults and peers in a positive manner.

NEA believes that supporting students' needs around the issues of trauma will enable them to come to school ready to learn and meet academic challenges that reinforce the development of life skills, mental stimulation, and student learning. When schools become trauma sensitive, they strive to ensure that all students are receiving the supports they need to succeed.

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Supporting students who suffer from childhood trauma requires whole school involvement and transformation. NEA and its affiliates are actively engaged in finding ways for schools and educators to address the issue of trauma and its implications for learning, behavior, and school safety.

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National Association of School Psychologists (NASP)

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Supporting Students Experiencing Childhood Trauma: Tips for Parents and Educators

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Children spend a significant portion of their childhood in school under the care and guidance of school personnel. As such, schools have a responsibility to help children feel supported and safe.

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Trauma-Informed Care for Schools Resources 

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The National Child Traumatic Stress Network

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Proporciona a administradores escolares, maestros, personal de la escuela y padres interesados, información básica sobre el trabajo con niños traumatizados en el sistema escolar. Esta es la versión en español de Child Trauma Toolkit for Educators.

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Provides school administrators, teachers, staff, and concerned parents with basic information about working with traumatized children in the school system.

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Guidance for supporting students who have experienced trauma or grief and for coping with violence and disasters.

©Shutterstock.com/wavebreakmedia

Childhood Trauma and Positive Health: Learn about adverse childhood experiences (ACEs) and how they can impact a child's developing brain and are linked to high-risk behaviors, chronic diseases, and negative health outcomes in adulthood. (The Child and Adolescent Health Measurement Initiative, 2017)

How Trauma Is Changing Children's Brains: Explore the latest research on the effects trauma has on young people's brains, and learn strategies you can use to make your classroom feel safer. (NEA Today, 2016)

Responding to Trauma in Your Classroom: Examine the signs and causes of student trauma, and explore strategies for responding to and supporting students who are experiencing trauma. (Teaching Tolerance, 2016)

How Teachers Help Students Who've Survived Trauma: Read about how experiences with trauma impact student learning, and review several expert suggestions on ways that educators and schools can help. (The Atlantic, 2014)

Helping Kids Recover From Trauma: Discover how resilience can be fostered by supportive factors in schools, and read takeaways from research. (Edutopia, 2009)

Understanding Trauma's Effects on Learning

Brains in Pain Cannot Learn: Learn three ways to calm the stress response in students affected by anxiety or depression. (Edutopia, 2016)

5 Ways to Help Students in Trauma: Read strategies and tips for creating a calming classroom environment that can help troubled students learn. (Edutopia, 2016)

Helping Students Who Have Experienced Trauma: Explore seven strategies you can use in your classroom to help support and empower students in trauma. (Edutopia, 2016)

How Not to Be a Mountain Troll: Take a look at four strategies that educators can use to build trust with students, especially vulnerable students who may have experienced abuse from adults. (ASCD's Educational Leadership, 2015)

Emotional Recovery Begins With Teachers: Examine five RULER-based suggestions (recognizing, understanding, labeling, expressing, and regulating emotions) for helping adults and children cope with the aftermath of school violence or other experiences with trauma. (Yale Center for Emotional Intelligence)

Activities to Help Students Cope With Traumatic Experiences: Discover games, videos, and other activities to help children endure traumatic experiences. (Sesame Street in Communities)

Helping Students Who Have Experienced Trauma

Trauma-Informed Practices Benefit All Students: Learn how utilizing school-wide trauma-informed practices can benefit the entire school community, including helping all students learn coping skills and self-efficacy. (Edutopia, 2017)

How Schools Are Helping Traumatized Students Learn Again: Discover best practices, strategies, and tips your school can employ to foster safe, calming, and supportive learning spaces. (NEA Today, 2016)

Student Trauma: How School Leaders Can Respond: Explore the latest proven strategies that can help your school make a difference in the lives of students. This guide includes a rich collection of additional resources. (Education Week, 2016)

It's Not What's Wrong With the Children, It's What's Happened to Them: Find a list of school-based alternatives to zero-tolerance policies that can help nurture resilience in youths who have experienced adversity. (Edutopia, 2015)

A Guide to Creating Trauma-Sensitive Schools: Understand the causes of trauma, discover how trauma manifests in schools, and learn about a framework that can help educators develop trauma-sensitive schools. (Trauma and Learning Policy Initiative/Massachusetts Advocates for Children, 2013)

School-Wide Approaches to Addressing Trauma

Strategies for Coping With Violence and Disaster

Supporting Grieving Students

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Resources for Responding to Trauma and Tragedy

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Guidance for supporting students who have experienced trauma or grief and for coping with violence and disasters. ©Shutterstock.com/wavebreakmedia Childhood Trauma and Positive Health: Learn about adverse childhood experiences (ACEs) and how they can impact a child's developing brain and are linked to high-risk behaviors, chronic diseases, and negative health outcomes in adulthood.

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Practical tools and information to support student mental health.

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The identification and placement of exceptional students | Special education in Ontario Kindergarten to Grade 12 – Policy and resource guide

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An IPRC is a formal committee that meets and decides if a student should be identified as exceptional and, if so, the placement that will best meet the student’s needs. All school boards must establish one or more IPRCs. An IPRC is composed of at least three persons, one of whom must be a principal or supervisory officer of the board. A school board trustee may not be a member of an IPRC.

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Learning Disabilities Association of Ontario - LDAO

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Understanding the IPRC
The Education Act in Ontario requires that school boards provide, or purchase from another school board, special education programs and services for "exceptional" students. Exceptional students are defined as those whose "behavioural, communicational, intellectual, physical, or multiple exceptionalities are such that they are considered to need placement in a special education program."

The role of the IPRC is to:
1) decide whether or not your child should be identified as exceptional;
2) identify the areas of your child's exceptionality;
3) decide an appropriate placement; and
4) review the identification and placement at least once each school year.

To start an IPRC, you must contact your child's principal, in writing, and request that your child be referred to an IPRC. Your child's principal may also make the referral on his or her own initiative. Within 15 school days of making the referral, the principal must send you written notification, including an approximate date of the IPRC meeting and a parent's guide containing information about the IPRC. The principal may also ask you for permission to obtain a psychological or health assessment of your child. While an educational assessment will also be performed, parental permission is not required for this.

At least 10 school days before the IPRC is to meet, you (and your child, if 16 or over) will receive written notice of the meeting and an invitation to attend. This letter will list the date, time, and place of the meeting, and will ask you to indicate if you can attend. Before the IPRC meets, you will also receive a copy of all information that the chair of the IPRC has received.

If you can't attend this meeting, contact the school principal immediately to arrange an alternative date or to let the principal know that you will not be attending. If, however, you cannot attend, the IPRC's written decision will be sent to you.

Either you or your child's principal may make a request for others to attend the IPRC meeting. As well, you are entitled to have a representative or advocate who may speak on your behalf.
What Happens at the Meeting?
After introductions are made, the IPRC reviews all available information about your child. They consider the educational assessments and the health or psychological assessments, if these were obtained. If they feel it will be useful, they may also interview your child (with your permission, if your child is under 16 years of age). They will also consider any information that you submit about your child or that the child, if 16 or over, submits on his or her own behalf. You are encouraged to ask questions during this meeting and to participate in any discussion.

Once all of the information has been presented and discussed, the committee will make its decision. This decision will include:

whether or not the child is exceptional;

if exceptional, the category and definition of the exceptionality;

the strengths and needs of the student;

the placement of the student. The IPRC will recommend placement in a regular class with special education services if, in the Committee's opinion, such a placement meets the student's needs and is consistent with the parent's preferences. Note that while the IPRC will consider the parent's preferences, these preferences are not binding, and the final decision about placement belongs to the IPRC.

the IPRC's recommendations regarding a special education program and services; and

where appropriate, the reasons for placing your child in a special education class.

What Happens Next?
You will receive a written statement of the IPRC's decision. If you did not attend the meeting, this will be mailed to you. You will be asked to sign this document to indicate that you agree with the IPRC's decisions and recommendations. If you attended the meeting, you may be asked to sign at that time. Note, however, you have 30 days to return the signed document to the IPRC. Once the document is signed and returned, the board will promptly notify the principal of the school at which the special education program is to be provided. That principal will then begin the process of developing your child's Individual Education Plan (IEP).
What If I Disagree with the Decision?

If you disagree with the IPRC's decision, you have 15 school days to request a second meeting of the IPRC. If after your second meeting you are still dissatisfied, you have 15 school days from the second decision to file an appeal. Your request for an appeal must be made in writing to the secretary of the school board. (The name and address of this person can be obtained from your child's principal). You must indicate the decision(s) with which you disagree and your reasons for disagreeing. If you disagree with the original decision but do not request a second meeting or file an appeal, the decision of the IPRC will automatically be implemented after 30 school days.
The Annual Review - Or Sooner
A review IPRC meeting will be held each year, during which your child's progress may be reviewed and the education plan revised. This review may be waived only with your written permission, and it is recommended that you do not waive this review. The annual IPRC is your chance to help ensure that your child begins each new school year in the most appropriate environment and with the most effective accommodations available.

You may also request a review IPRC any time after your child has been in a special education program for 3 months.
The Individual Education Plan (IEP)
The Individual Education Plan, commonly known as the IEP, is the school's written plan of action for the special education student. According to the Ministry of Education, the IEP "is a working document which describes the strengths and needs of an individual exceptional pupil, the special education program and services established to meet that pupil's needs, and how the program and services will be delivered. It also describes the student's progress."

An IEP must be prepared for all students who have been identified through the IPRC process, and a copy of this document must be provided to the parents (and the student, if 16 or over). IEPs may be prepared without the prerequisite of an IPRC, and schools are suggesting that parents of special needs students take this route. While there is a clear benefit in avoiding the delay of waiting for an IPRC meeting, it is important to note that the IEP is not binding without the IPRC. Despite the best efforts and intentions of your child's school, the written decision of the IPRC is the only guarantee that your child will receive the services he or she requires.

Within 30 school days of the student's placement in the special education program by an IPRC decision, the principal must ensure that the IEP is completed and a copy sent to the parent (and student, if 16 or over). The IEP team should ensure that everyone involved with the student is aware of the contents and requirements of the IEP.

A formal review and update of the IEP should take place at least once every reporting period; and team members should continuously monitor and adjust the plan as necessary.

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A Parent's Guide to the IPRC and IEP Understanding the IPRC The Education Act in Ontario requires that school boards provide, or purchase from another school board, special education programs and services for "exceptional" students.

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Identification, Placement and Review Committee (IPRC) | Autism Ontario

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As a parent of a child with additional needs, it will be important for you to understand the Identification, Placement and Review Committee (IPRC) process. What is an Identification, Placement and Review Committee (IPRC)? An IPRC is a committee that meets and decides if a student should be identified as exceptional (has additional needs) according to established Ministry of Education categories. If identified as exceptional, the committee decides which placement will best meet the student’s needs. As the name suggests, the IPRC includes distinct parts:

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Special Education Pt.2: Assignment 2-Case Study (OSR)

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This is the government navigational page through the heading of OSR/IEP http://edu.gov.on.ca/eng/document/curricul/osr/osr.html http://…

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Special Education – Identification Placement Review Committee (IPRC) – Justice for Children and Youth

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The Identification, Placement and Review Committee (IPRC) is a formal group of school board staff that meet to make a decision about the identification and placement of the student.

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Identification, Placement, and Review Committee

The Identification, Placement, and Review Committee:

considers whether children meet the board criteria as exceptional pupils

identifies the educational needs of the student

recommends the type of placement for instruction (such as regular classroom, full time gifted classroom or other options)

A student can be referred to an IPRC on the request of a teacher or parent. (Make the request in writing; a simple template to use can be found below). The reasons you may want to request an IPRC are addressed in the FAQ section.

This committee is legislated by the Education Act under Reg. 181/98 to identify exceptional students, what there needs are, and how those needs can be met. For more in depth information please visit the following links.

- Ministry of Education - The Identification, Placement, and Review Committee

- Ministry of Education - Highlights of Regulation 181/98 (IPRC)

It is likely that you will be invited to attend a school committee meeting to discuss the evidence of intellectual giftedness before testing and/or before the formal IPRC; you should go prepared with your own observations and evidence. You also might like to read Re-Forming Gifted Education by Karen B. Rogers and/or Being Smart About Gifted Children by Dona Matthews and Joanne Foster.

The school or board should provide information to you about the operation of the IPRC in advance of the meeting; ask for the information if necessary.

Before the IPRC meets, materials and information are gathered to provide evidence related to the exceptionality; these may be anecdotal records, educational assessments, or reports. You should have access to these materials before the IPRC meets in order to look them over.

Be aware that you have the right to appeal the decision of the IPRC with respect to:

Identification (For example, they say that your child is not gifted and you have reason to believe otherwise. Often these issues will be around interpreting test results.)

Placement (For example, whether the child will go into a regular classroom or into a special class, part- or full-time; this decision should be based on what setting would work best for your child, rather than any limitations imposed by the board's Special Education Plan).

The IPRC will render a written decision that will be provided to you; if you agree, sign and return it; if you do not agree, DO NOT SIGN IT, but respond with a request for another discussion.

(For more information about the complaint process, you can read this section of the ministry's website.)

For a full discussion of the rules and regulations related to the IPRC, see Special Education: A Guide for Educators, Part D.

Looking for information about IEP's? IEP Information

Template for Letter Requesting an IPRC

(Be sure to keep a copy of all letters sent to the school as well as notes taken at meetings including the IPRC)

[your address and date]

[name of principal and school address]

[date]

Dear [name of principal]:

We believe that our child [name of child] is gifted and would like for [him/her] to be considered by an Identification, Placement, and Review Committee. We understand that psychological testing may be required to better define [his/her] intellectual abilities.

OR

[He/She] has been tested by [name of psychologist] and we will make the test results available.

We would like to consider placement in [state desired placement i.e. a congregated gifted class.]

Sincerely yours,

[your signature]

Steps In The IPRC Process

1. Referral

Principals, teachers and parent/guardians may refer a child to an IPRC

If parent/guardians make a written request for an IPRC for their child principals must refer the child to the committee

It is appropriate to state the reason for requesting an IPRC

2. Assessment

An educational assessment of the child must be obtained and is prepared by an educational team and will include both formal & informal information gathered during the child's school years from both teachers and parent/guardians

The committee may obtain, with written parent/guardian permission, a health or psychological assessment of the child. Not all boards are willing to accept outside psychological assessments

ABC believes that parent/guardians should share any information with the school which may affect the determination of the committee and the school should do the same

Parents/guardians have the right to review the information in their child's OSR (Ontario School Record) at any time

3. IPRC Meeting

The board establishes the date and location of the IPRC

Parents/guardians should be informed well in advance in order to make arrangements to attend. Parents/guardians should be able to request a more convenient time

The committee shall be made up of three persons, including a supervisor officer or principal

Parents/guardians should attend. Where appropriate, the child may be interviewed and/or included

Parents/guardians should be present for all of the discussions of their child and be part of the decision-making process

The IPRC decision, regarding identification and placement must be forwarded in writing to the parents/guardians and the principal

Prior to placement, the parents/guardians must give written consent

4. Placement

"Placement in a special education setting must allow for a special education program and any special education services deemed necessary in meeting the identified needs of the exceptional pupil". (Special Education Information Handbook, 1984 p.52)

5. Review

At least once a year, the placement of each exceptional pupil will be reviewed by the IPRC. Parents/guardians must be advised in writing of any review and of the decision

A parent/guardian or the principal may request a Review by a Committee any time after a student has been in a placement for 3 months

Placement of an exceptional child cannot be changed without prior notice in writing of the proposed change, a discussion between the IPRC and the parent/guardian and written consent of the parent/guardian

More information about Parent Participation in the IPRC process can be found here.

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The Identification, Placement, and Review Committee: considers whether children meet the board criteria as exceptional pupils identifies the educational needs of the student recommends the type of placement for instruction (such as regular classroom, full time gifted classroom or other options) A student can be referred to an IPRC on the request of a teacher or parent.

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What is an IPRC?

The Identification, Placement and Review Committee (IPRC) is a school board committee that decides whether your child is exceptional and requires special education programs and services. They also decide the Placement within the school and the decision is reviewed annually.

I = Identification - Decide whether your child is "exceptional"

P = Placement - Decide on the best placement for your child

R = Review - Each year Review whether the Identification and Placement is still appropriate

C = Committee - The Principal (or designate) and two other school board staff

Why should you have your child identified as "exceptional' through the IPRC Process?
When the school board committee determines the student is "exceptional" and in need of special education programs and services decision of the IPRC is an official recognition that the child is in need of additional supports from the school board. As part of the IPRC process the school board must:

Invite you to the IPRC meeting to participate in the discussions

Provide you with a Parent Guide about the IPRC process

Inform you of your right, or the right of a student over age 16, to appeal the decision of Identification or Placement.

In addition, the school board must develop an Individual Education Plan (IEP) for the student within 30 school days.

The IPRC process usually begins after your child's school has been supporting your child for some time and when it is clear that the student needs additional supports. The school team may have already met with the parents and decided that the student needs:

Accommodations (such as specialized equipment or computer software);

Modifications (changes to the grade level curriculum, reduced learning expectations, or curriculum from a different grade);

Alternative program (learning expectations, not in the Ontario curriculum, such as reading Braille of behaviour skills), or;

Placement that provides the support they need

The school team meeting could have decided the student needs an Individual Education Plan (IEP) or a referral to the IPRC. The IPRC process is determined by Regulation 181/98 of the Education Act. The Regulation includes a description of the IPRC process, the roles and responsibilities of the school, the rights of the parent/guardian to request an IPRC and appeal the decisions of identification and placement. To find out more about the IPRC, you can check the Ministry of Education article, Highlights of Regulation 181/98.

Tips for Preparing for the initial IPRC or Annual Review

For students with physical disabilities, the strengths and needs of the child may have been identified as an infant or preschooler. In these cases, the IPRC process may occur in kindergarten, especially if the student requires significant changes to the classroom environment or program. For most other students with physical disabilities, it will occur when it becomes clear that the student needs accommodation, modifications or alternative plans.

Schools and classroom teachers are constantly assessing students and their progress. When concerns are identified the first step may be a meeting between the parent and the teacher. If help is needed, from other school staff, a school team meeting may be held and the parent will be invited to attend. A school team meeting may lead to referrals for further assessments, the development of an Individual Education Plan or consideration for an Identification, Placement and Review Committee.

Under Regulation 181/98, parents and/or guardians must be invited to the IPRC and it is recommended that they make every effort to attend. The discussion at the IPRC should not be surprising to the family as there should have been many meetings and conversations with the family before the IPRC. The school may call the Identification, Placement and Review Committee (IPRC) or requested by the parent. In either case, there should have been school team meetings and discussion with the family about the student's strength and needs well before the IPRC is held.

Before the IPRC:

Attend any prior meetings about your child at the school or with the teacher

Respond to the invitation to the IPRC and, if you can't attend, ask for a change of time or date

Ask the school for information on the IPRC role and obtain a copy of the school board Parent Guide

If you need more information about the IPRC, check the Ministry of Education Website or contact an association like Easter Seals Ontario for additional resources about the IPRC process and your role

Look at the proposed exceptionality and placement on the invitation to the IPRC and consider whether you agree with the proposal

Check the school board's website to review the definition of the exceptionality and the placement options

Review all of the information you have about your child, including assessment and teacher reports

Request copies of any new assessments or reports that will be used in the IPRC

Find out who is going to represent the school board on the IPRC committee. Usually, there are three people, including the principal or designate

If there will be people you don't know, ask about their role in your child's school life

Organize the materials you would like to take to the meeting including any reports including the most recent Individual Education Plan (IEP) or previous IPRC Statement of Decision (if you have them)

At the IPRC:

Take someone with you to the meeting, usually your spouse or partner, or a friend or relative that can take notes and provide you with support

At the start of the meeting, ask for introductions for everyone at the meeting

Come to the meeting with an open mind, ready to listen to the opinions and ideas of the school staff

Be clear about your concerns and be specific in your requests and responses

Share your thoughts in a clear and organized way

Share any reports or information that provide information about your child and their strengths and needs

Be realistic about your expectations and requests

At the end of the meeting, you will be asked to sign the Statement of Decision for the identification of exceptionality and the placement. You should only sign the form if you are satisfied with the decisions

Following Your IPRC Meeting

Requesting another meeting or appealing the IPRC Decision:

If you are unsure about the committee decisions, ask for a few days to think about the meeting before signing the form

If you are dissatisfied with the committee decisions, you can request another session, or let the principal know you will be filing an appeal

A request for another meeting must be made in writing within 15 days of the IPRC meeting (as per Regulation 181/98)

A notice of appeal must be sent in writing to the Principal within 30 days of the IPRC meeting, or 15 days of the second meeting (as per Regulation 1818/98)

While the decision of the IPRC is under appeal, the board can't change the placement of your child

The process for an IPRC Appeal and the timelines that must be followed carefully. For more information on the Appeal Process, check Part VI, Appeals From Committee Decisions, Section 26 - 31 of the IPRC Regulation 181/98

After the IPRC:

Keep all of your notes from the IPRC, and the Statement of Decision in your records

The Individual Education Plan (IEP) for the student will be developed following the IPRC decision

Parents/guardians are to be involved in the development of the IEP

The IEP will build on the decisions of the IPRC and the student strengths and needs identified in the IPRC decision

For tips on how to participate in the IEP process see the Tip Sheet on Developing an IEP

For more information about the IEP, check the articles in the Individual Education Plan section of this blog.

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Preparing for an IPRC Meeting - Tips for Parents - Easter Seals Kids at School

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What is an IPRC? The Identification, Placement and Review Committee (IPRC) is a school board committee that decides whether your child is exceptional and requires special education programs and services. They also decide the Placement within the school and the decision is reviewed annually. I = Identification - Decide whether your child is "exceptional" P [...]

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Special Education – Appealing the IPRC Decision – Justice for Children and Youth

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As soon as possible after a decision is made, the Identification, Placement, and Review Committee (IPRC) must provide a written statement of their decision to the parent/caregiver and student 16+. This is called the Statement of Decision.

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Guide to the 2024-2025 Special Education Fund

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Learn how we fund special education and the 2024-2025 funding amounts.

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Executive summary

The Foundations for a Healthy School resource contributes to a learning environment that promotes and supports child and student well-being. It focuses on the whole child and student - their cognitive, emotional, social, and physical development.

The research is clear: healthy students are better prepared to learn, and education is a key determinant of health. Elevating well-being as a goal for education in Ontario recognizes its fundamental importance to our learners and their futures.

This resource supports the integration of healthy schools policies, programs and initiatives into school and school board planning and implementation processes. It aligns with the Kindergarten-12 School Effectiveness Framework (K-12 SEF) by including five interconnected areas that relate closely with the components of the K-12 SEF:

1. curriculum, teaching and learning

2. school and classroom leadership

3. student engagement

4. social and physical environments

5. home, school and community partnerships

Taking all of these five, interconnected areas into account will help schools, school boards, parents and community partners to work together to develop a comprehensive approach to healthy schools policies, programs and initiatives.

Foundations for a healthy school: diagram

This resource outlines how schools and school boards, in partnership with parents and the community, can develop a healthier school.

This graphic provides an at-a-glance overview of the Foundations for a Healthy School.

Contact us

For a copy of any of these guides, please email: SafeandHealthySchoolsBranch@ontario.ca.

Disclaimer

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Foundations for a healthy school: a companion resource to the K-12 school effectiveness framework

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A resource to help build learning environments that promote and support child and student well-being. It includes sample strategies and activities that can be used at school, in the classroom or among students.

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Caring and safe schools in Ontario: supporting students with special education needs through progressive discipline, kindergarten to Grade 12

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This resource helps superintendents, principals and vice-principals address behavioural issues and maintain a caring and safe school culture. Students with special education needs are the focus of this document, although strategies can be used with all students. Download PDF

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Ontario First Nation, Métis and Inuit Education policy framework (2007)

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Read the policy framework and implementation plan for supporting First Nation, Métis and Inuit students at schools and school boards. Download PDF

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Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements, 2024

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Find the policies and program requirements impacting elementary and secondary schools in Ontario.