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Increase understanding of trauma-informed approaches

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Teachers have the knowledge and skills to successfully implement the UP.

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Reduce bullying (measured by reports, student surveys)

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Increase understanding of transformative practices

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School-based staff implement a trauma-compassionate restorative framework in the classroom and report greater connections and less time on disciplinary interventions.

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School and district-based staff co-develop and implement a School Safety & Climate Indicators Framework (based on the 7 domains) using a template provided by SHP. In year one, staff report a greater alignment on the practices and policies for a relationship-rich school.

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Prioritize and promote healthy relationships between adults and students.

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Students: Reduce self-harm and harm to others

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Students: Reduce self-harm and harm to others

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Each student can identify 1 trusted adult in the school building

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students: know the warning signs of violence and how to report them

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students: know the warning signs of violence and how to report them

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Students can recite or identify a support network or person when they encounter insecure firearms.

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Students have at least 1 peer relationship/1 person to sit with at lunch/unstructured times in the day

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High school students can communicate the dangers of group exclusion.

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Adults can recite, identify, and access local support networks to help mitigate students encountering dangerous social proof and online communities, like 764.

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Have a 1 year action plan to implement program across the program cycle

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Increase healthy relationships among peers.

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students: increase in help seeking behaviors

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students: increase in help seeking behaviors

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Students can name indicators of dangerous online subcultures and alert a trusted adult or credible messenger when encountering dangerous radicalizing online communities.

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Increase in acceptance and appreciation of varying identities.

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Can recognize the behaviors someone shows when they require help and know who to say something to in order to get that person the help they need

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Students can use and identify strategies to be good peers and friends like sharing, compromising, and conflict management

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Decrease disciplinary measures that disrupt acceptance and appreciation of varying identities.

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Can identify the negative impact of social isolation

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Can practice and implement coping strategies and identify sources of support after school shooting threats, lockdowns, or community violence exposure.

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Students can identify and name feelings like loneliness and exclusion. Students can also name actions they can take to help peers who are struggling.

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Decrease in swatting threats do community of care.

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Middle and high school students can explain the benefits of a social capital network and name adults and peers to surround them in bridging and banking social capital networks.