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This is key- as Ryan said, trying to identify stressors early, can prevent more clinical interventions. This means, to me , beginning early in a child's life: prenatally, with supports to parents to support their child's social emotional development at birth and beyond.

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Lack of reimbursement for non-clinical staff in K-12 delivering Tier 1 & 2; Lack of reimbursement parity between behavioral health and physical health in general. Lack of truly co-occurring capable systems and workforces - perpetuates siloed systems for identifying students; siloed programs/interventions/services only focusing on one "issue". Lack on integration of SDOHs in models of care for school BH.

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Nurturing and family centered

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It is important that student connection to adults in schools is critical. Every child needs to feel comfortable to go to at least to one adult in a K-12 school setting if they have a problem.

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Restorative practices in lieu of punitive disciplinary practices. Also, that the discipline practices that are in place are fair and equitable.

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Balance MTSS w/ an Interconnected Systems Framework.

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CASEL social and emotional learning (SEL) and transformative SEL (tSEL) frameworks

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CASEL social and emotional learning (SEL) and transformative SEL (tSEL) frameworks

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https://casel.org/fundamentals-of-sel/how-does-sel-support-educational-equity-and-excellence/transformative-sel/

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School medicaid - claiming for BH services

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Realtionship mapping in schools to see if each student has both adult and student connections.

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At the K-12 level we have data such as chronic absenteeism, discipline, climate surveys, Youth Risk Behavior Survey

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Suspension and expulsion data from EEC -- there is long-pending guidance to implement a section of law (Chapter 177) severely limiting the use of exclusionary discipline in early childhood settings

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Principles from the final report of the Commission on Behavioral Health Promotion and Upstream Prevention in Massachusetts

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Principles from the final report of the Commission on Behavioral Health Promotion and Upstream Prevention in Massachusetts

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Diversify the workforce. Train workforce in racial trauma and healing center engagement; and apply anti-racist frameworks to get at systemic inequities and institutional oppression.

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ensure that there is an effort to reduce stigma/normalize the experiences, e.g. universal screening vs. identifying, pre-emptively, who "looks like they need" something.

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Links to a series of papers that several of my colleagues and I co-authored on framing and measuring well-being in a higher ed context.

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Links to a series of papers that several of my colleagues and I co-authored on framing and measuring well-being in a higher ed context.

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Framing Well-being in a College Campus Setting: Framing well-being in a college campus setting: Journal of American College Health: Vol 70 , No 3 - Get Access

Also: Framing Well-Being in a College Campus Setting – ACHA

Measuring Well-Being in a College Campus Setting – ACHA

ACHF Emotional Well-Being Survey: Technical Report on Tool Development – ACHA

The Influence of Environmental Factors, Including Diversity, Equity, and Inclusion, on the Emotional Well-Being of Students, Staff, and Faculty – ACHA

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ratios reflecting access to school based behavioral health providers for K-12

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focuses on prevention as well as targeted supports