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Mental Health Toolkit for Immigrant Youth and Families

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Mental Health Toolkit for Immigrant Youth and Families

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This toolkit was developed by one of our Youth Advisory Board members to support immigrant youth and families with accessing care, knowing their rights, emergency preparedness, and more.

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ENGLISH Mental Health Toolkit for Immigrant Youth & Families

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Playbl provides schools with engaging, research-backed games that make tackling tough topics like mental health and substance misuse easier, more interactive, and even fun through evidence-based digital health games.

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Family Preparedness and Legal Resources for Haitian and Syrian TPS Holders

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Family Preparedness and Legal Resources for Haitian and Syrian TPS Holders

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The Attorney General Office’s Emergency Planning Guide for Parents with Uncertain Immigration Status provides information to help parents identify trusted caregivers, organize important documents, and understand legal planning options available under Massachusetts law should parents or legal guardians be detained or otherwise become unable to care for a child.

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AG Campbell Shares Family Preparedness And Legal Resources For Haitian And Syrian TPS Holders

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Attorney General Andrea Joy Campbell today encouraged Haitian and Syrian Temporary Protected Status (TPS) holders to review resources that can help them prepare for potential changes to their immigration status and better protect their families during a time of uncertainty. The Attorney General Office’s Emergency Planning Guide for Parents with Uncertain Immigration Status provides information to help parents identify trusted caregivers, organize important documents, and understand legal planning options available under Massachusetts law should parents or legal guardians be detained or otherwise become unable to care for a child. While the Supreme Court’s decision allows the federal government to terminate TPS protections for Haiti and Syria, the current TPS designations and related work authorizations remain in effect until the Supreme Court sends a certified copy of its judgement to the lower court and the federal administration issues implementation guidance. “Haitian and Syrian families across Massachusetts are facing tremendous uncertainty following the Supreme Court’s decision,” said AG Campbell. “While families continue exploring their legal options, I want them to know there are practical steps they can take today to protect their children in the event they are separated from them. No parent should have to make these decisions, yet having a plan in place can provide peace of mind during an incredibly devastating time.” The Emergency Planning Guide explains several legal tools available under Massachusetts law, including: Caregiver Authorizations, which allow a trusted adult to make educational and medical decisions for a child while parents retain custody. Temporary Agent Authorizations, which allow parents to delegate broader parental authority for a limited time. Guardianship options for families facing longer-term separations. Guidance on organization important documents and identifying trusted emergency contacts. The Attorney General’s Office also encourages Haitian and Syrian TPS holders to: Consult a qualified immigration attorney to understand whether they may qualify for another form of immigration. Legal assistance resources may be found, here. Beware of immigration scams and notario fraud. Keep copies of important identity, immigration, medical, and financial documents in a secure location. Discuss emergency plans with trusted family members or caregivers before an emergency occurs. The Emergency Planning Guide for Parents with Uncertain Immigration Status is available on the Attorney General’s website in multiple languages, including Haitian Creole.

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Supporting Transgender and Nonbinary Youth

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Supporting Transgender and Nonbinary Youth

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This toolkit was created to equip youth-serving professionals, educators, health providers, and adult allies with best practices, cultural knowledge, and practical strategies to affirm, protect, and celebrate transgender and nonbinary youth.

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Would you like to contribute to our understanding of the relationship between loneliness, mental health, and alcohol use among young adults? Please consider filling out this short survey to see if you’re eligible to interview about these topics with a researcher and young adult with lived experience from Brandeis University. If you are selected to participate in a 60-minute interview, you will be compensated $30. Questions? Please contact Micah Webster at 978-501-5013 or micahwebster@brandeis.edu. Thank you!

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Powered By Peers: Building Peer Support Programs for Transgender & Nonbinary Youth Toolkit

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Powered By Peers: Building Peer Support Programs for Transgender & Nonbinary Youth Toolkit

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Immigration Guidance for Educators (May 2026)

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Immigration Guidance for Educators (May 2026)

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On January 29, 2026, Governor Maura Healey issued Executive Order 650: Protecting Access to Essential Services and Keeping Massachusetts Communities Safe (“Executive Order No. 650”). The Executive Office of Education is issuing this guidance as a framework for Education Entities to develop or update their own policies or procedures on these topics.

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Toolkit for MA Professionals: Supporting Youth Impacted by SU

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Toolkit for MA Professionals: Supporting Youth Impacted by SU

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The purpose of this toolkit is to provide professionals with education and resources in supporting young people, and their families who are impacted by substance use in the community and in programs

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Governor Healy's Press Release to keep ICE out of Schools

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Governor Healy's Press Release to keep ICE out of Schools

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Governor Healey Takes Action to Keep ICE out of Schools, Hospitals, Courthouses, and Places of Worship.

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Governor Healey Takes Action to Keep ICE out of Schools, Hospitals, Courthouses, and Places of Worship

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Files legislation to protect Massachusetts residents from ICE abuses; Executive Order limits new 287(g) agreements, bans civil ICE arrests in state facilities and prohibits use of state property as staging locations

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No executive action has prohibited (or could prohibit) healthcare providers from offering services to all residents, regardless of immigration status, or protecting patient privacy as required by law.

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Workshops, toolkits, and client worksheets are some of the resources offered.

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Workshop Facilitation | Dr Raquel Martin PHD

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Dr. Raquel Martin facilitates research-based, interactive mental health workshops that help organizations, schools, and communities strengthen well-being, reduce burnout, and support Black mental health. Her workshops blend evidence-based psychology, cultural responsiveness, and tangible tools participants can use immediately. Book Dr. Martin for transformative professional development, wellness trainings, and community workshops that inspire real behavior change.

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Center for Behavioral Health, Equity, and Leadership in Schools

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Center for Behavioral Health, Equity, and Leadership in Schools

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The Center for Behavioral Health, Equity, and Leadership in Schools (BHELS) at William James College is offering a systems intervention for K-12 focused on Leading Transformative Mental Health in Schools. This unique program for school districts is designed for school leaders and teachers to address the increased behavioral and emotional dysregulation of our youth. The program is comprised of three components: for teachers, administrators, and systems...

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Model Policy: Addressing Student Substance Use Through Prevention, Education, and Service Referrals

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Model Policy: Addressing Student Substance Use Through Prevention, Education, and Service Referrals

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The purpose of this document is to support schools in aligning policy and practice specific to student substance use. This resource provides model policy language that can support school connection and foster equitable academic outcomes while also highlighting specific evidence-based strategies that schools may implement.

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Joint Guidance Affirming Commitment to Equal Access to Education

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Joint Guidance Affirming Commitment to Equal Access to Education

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This guidance supports Massachusetts’ K-12 institutions in their work to further equal access and representation in education. The guidance can be found here.

In addition to this joint guidance, Commissioner Martinez and Commissioner Ortega shared additional information and resources with school districts, which you can read in their letter here for K-12.

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Governor Healey and Attorney General Campbell Issue Joint Guidance Affirming Commitment to Equal Access to Education

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Governor Maura Healey and Attorney General Andrea Joy Campbell issued joint guidance today to support Massachusetts’ higher education and K-12 institutions in their work to further equal access and representation in education. This guidance comes in response to the U.S. Attorney General’s July 29, 2025 “Guidance for Recipients of Federal Funding Regarding Unlawful Discrimination” that purports to help entities comply with federal antidiscrimination laws, as well as in response to a federal district court striking down the U.S. Department of Education’s February 14, 2025 “Dear Colleague” letter that targeted diversity, equity, inclusion and accessibility policies and programming and the requirement that school districts certify compliance with their definition of antidiscrimination to continue receiving federal financial assistance. The guidance clarifies the legal landscape for campuses and schools as court precedent is evolving and attacks by the federal government continue on diversity, equity, inclusion, and accessibility. For this new school year, the Healey-Driscoll Administration and AG Campbell are highlighting information and resources relating to fostering safe and inclusive schools and campuses for all students. Massachusetts is proudly home to the first public school, and students of all backgrounds – regardless of circumstances, identity, or zip code – have the right to access and deserve to feel welcomed and valued in the state’s public schools. “Massachusetts has the best public schools in the country, and that’s in large part due to the fact that we know that diversity is a strength, not a flaw,” said Governor Maura Healey. “As students head back to school this year, we want them to know that, in Massachusetts, they are all welcome at school and will be supported by our incredible educators and staff. I want to thank Attorney General Campbell for her partnership and her leadership in standing up against the Trump Administration’s illegal actions. Massachusetts will continue to stay true to who we are and what we know works.” “Despite the federal government’s best efforts to undermine progress, the law remains crystal clear that diversity, equity, inclusion, and accessibility are both legal and necessary in ensuring that every young person, regardless of their background, can learn in a safe, supportive environment without stigma, is treated fairly, and is prepared to work in our diverse society,” said Attorney General Andrea Joy Campbell. “I’m grateful to Governor Healey and her administration for the continued collaboration in protecting DEIA policies and practices in our educational system and beyond.” “Governor Healey and I are proud that Massachusetts law protects all students from discrimination,” said Lieutenant Governor Kim Driscoll. “We want to wish all students, educators, faculty and school administrators a great school year ahead, filled with learning, joy and kindness.” “More than ever, it is incumbent on schools and school leaders to create a culture in which all students feel safe, supported, and fully included. In Massachusetts, we want all students to be able to realize their dreams – to feel seen and heard,” said Secretary of Education Dr. Patrick Tutwiler. “The Trump Administration is going to continue their attempt to take us back decades, exacerbating real inequities in educational access and achievement that still exist today. But as the courts have shown recently, we are not going to let them bully us into abandoning our values. Not today, not ever.” In addition to this joint guidance, Commissioner Martinez and Commissioner Ortega shared additional information and resources with school districts and campuses, which you can read in their letters here for K-12 and here for higher education. Fostering Safe and Inclusive Schools: In June 2025, the U.S. Supreme Court issued a decision in Mahmoud v. Taylor, a case addressing whether a school district could prevent parents of elementary school students from opting out of LGBTQ-inclusive books in the curriculum. Today’s guidance reiterates that K-12 schools should continue to use an inclusive, age-appropriate curriculum, which can include topics like race, gender, sexual orientation, gender identity, disability, and religion. There are significant, well-established benefits to representing students’ identities in the curriculum, and public schools should not interpret the Mahmoud decision as requiring or permitting them to erase particular groups from the curriculum. Massachusetts state laws and regulations continue to prohibit discrimination against any particular group in instruction or curriculum. Additional resources available include:DESE’s Special Advisory on Supporting All Students, Including LGBTQ StudentsThe Joint 2024 Guidance from AGO, EOE, and DESE on Schools’ Legal Obligations to Prevent and Address Hate and Bias IncidentsImmigrant Students:Governor Maura Healey recently signed the Protect Education Equity Bill, which added guarantees to the right to a public education in the state for all students regardless of their immigration or citizenship status. That law is in addition to the following existing resources:AGO Guidance for Early Education and Care Programs on their Obligations to Protect Child, Family, and Employee InformationAGO Guidance re: K-12 Schools’ Obligations to Protect Students and Their InformationAGO Flyer for K-12 Schools on Protections for Students and their InformationAGO Advisory: Information for MA Colleges and Universities re: Immigrant StudentsAGO Flyer: Immigrant Students’ Right to Attend School (Spanish, Portuguese, Haitian Creole, Vietnamese, Chinese)“As an immigrant myself, I know how important it is for families to be welcomed to school and to know their rights,” said Elementary and Secondary Education Commissioner Pedro Martinez. “Our schools are strong because all of us - students, teachers and staff members - bring our own diverse and valuable insights to the classroom.” “Massachusetts remains committed to ensuring safe, inclusive and welcoming campus environments for everyone, regardless of race, ethnicity, sex, gender identity, sexual orientation, ability, beliefs, or immigration status,” said Commissioner of Higher Education Noe Ortega. “Students deserve welcoming campuses and equitable higher education opportunities, and the more we achieve this, the more the entire Commonwealth benefits.” “Every student deserves access to a supportive learning environment where they can thrive and feel safe,” said House Speaker Ronald J. Mariano (D-Quincy). “This guidance affirms the Commonwealth’s commitment to upholding the fundamental right to education, ensuring that all students are provided with the opportunity to succeed, regardless of their background or circumstances. I want to thank Governor Healey and Attorney General Campbell for their leadership in providing clear guidance to support schools in fostering dignity and inclusion.” “Diversity and inclusion make our schools stronger—and our entire Commonwealth stronger,” said Senate President Karen E. Spilka (D-Ashland). “No matter your background, you should be able to see yourself reflected in the stories you read in class and know that your school is a safe, welcoming place to learn and grow. I applaud the Governor and Attorney General for issuing this guidance and reaffirming that in Massachusetts, every student has an equal right to education.” Statements of Support Senator Jason Lewis (D-Winchester), Senate Chair of the Joint Committee on Education:“Fostering diversity, equity, inclusion, and accessibility is an essential pillar to the excellent education system we have here in Massachusetts. Thank you to Governor Healey, Lieutenant Governor Driscoll, and Attorney General Campbell for their leadership in ensuring schools continued their DEI practices and understood the illegality of the Trump administration’s threats. All students deserve the right to a high-quality education in a safe and inclusive learning environment.” Representative Ken Gordon (D-Bedford), House Chair of the Joint Committee on Education:“As our students return to school this fall, the Legislature is committed to passing policies that protect equal access to education for all our learners from early education to higher education. We value the contributions of members from every community within the Commonwealth, as these individuals make Massachusetts a better place to live.” Anna Krieger, Executive Director, Massachusetts Advocates for Children:“Today, as the school year begins, the Healey-Driscoll administration has sent a powerful message that promoting and embracing diversity, equity, and inclusion makes education stronger. When we welcome and support immigrant students and their families, when we embrace race as essential to a student’s identity, and when we provide robust supports for disabled students, schools can be a place of learning, growth, and opportunity for all. We will continue to work alongside all families and with our government partners to make this promise a reality so that every child can learn, grow, and thrive when they walk inside a public school in the Commonwealth.” Shaplaie Brooks, Executive Director, Massachusetts Commission on LGBTQ Youth:“Every student in Massachusetts has the right to learn in an environment where they are safe, respected, and supported—whether they are LGBTQ+, a student of color, an immigrant, living with a disability, or experiencing compounded inequities across these identities. The Massachusetts Commission on LGBTQ Youth strongly supports the Healey-Driscoll Administration and Attorney General Campbell in reaffirming our Commonwealth’s commitment to equity, inclusion, and belonging in our schools. As the new school year begins, this updated guidance makes clear that Massachusetts will continue to lead with values rooted in justice and care for all young people. The Commission remains committed to ensuring that students experiencing compounded inequities are not only protected, but that their voices and needs are centered as we work alongside state agencies, educators, and communities.” Mary M. Bourque, Executive Director, Massachusetts Association of School Superintendents (M.A.S.S.):“We are relieved that a U.S. District Court Judge has struck down the Trump Administration’s ‘Dear Colleague’ letter that aimed to undermine schools’ critical programs to ensure diversity, equity, inclusion, and accessibility. District leaders across the Commonwealth understand the importance of creating safe learning environments where students of all backgrounds are welcomed, celebrated, supported, and challenged to excel. We are grateful to the Healey-Driscoll Administration and Attorney General Campbell for providing updated guidance that affirms our schools’ constitutional right to continue and accelerate this work.” Jessica Tang, President, American Federation of Teachers Massachusetts:“Even with the Constitution on our side, the attempts by the White House to strip public schools of the ability to welcome and teach all students are having chilling effects on our schools and communities. Massachusetts educators will not be deterred from protecting every child’s access to a high-quality public education that opens doors for economic opportunity and helps foster inclusivity and tolerance for all. We are experiencing truly turbulent times in public education and are proud to stand with Massachusetts elected leaders in their work to safeguard the rights of all students and ensure our schools remain safe spaces where all students can learn and thrive.” Jason Fraser, President, Massachusetts Association of School Committees (MASC) and member of Silver Lake and Kingston School Committees:“MASC continues to commit to diversity, equity, and inclusion and supports the court decision. We applaud the Administration and EoE for reaffirming our collaboration and these goals.” Marty Meehan, President, UMass:“Despite the challenges and obstacles facing higher education, UMass remains committed to our values and to fostering supportive and welcoming communities where all experiences, cultures and perspectives are respected. I’m proud of the work that we’ve ​done to ensure that our campus student bodies reflect the vibrant diversity of our state. We are incredibly grateful to Gov. Healey, Lt. Gov. Driscoll, and Attorney General Campbell for their leadership and unwavering support for higher education and equal opportunity.” Dr. Linda Thompson, chair of the Massachusetts Council of State University Presidents, and President of Westfield State University:“Public higher education in the Commonwealth has a collective mission: to offer accessible, affordable, and high-quality academic programs in a supportive community. We are dedicated to providing a diverse learning environment where every individual is respected and valued, and we will continue advocating for policies that serve and advance our campus communities. We are grateful to Attorney General Campbell and the Healey-Driscoll administration for their leadership and support in working to strengthen our campus communities.” Dr. William Heineman, President of North Shore Community College and Chair of the Community College Council of Presidents:“While the shifting federal landscape has caused chaos, confusion, and concern across higher education, our community colleges remain unwavering in our support of our student body. Our students are from diverse backgrounds and circumstances, and, driven by our educational mission, we continue to holistically support them on their college journeys. We are grateful for the continued leadership and guidance of the Healey-Driscoll Administration and Attorney General Campbell in those efforts.” Rob McCarron, President, Association of Independent Colleges and Universities in Massachusetts:“We thank Governor Healy and Attorney General Campbell for their leadership and unwavering support as the higher ed community continues to navigate a challenging federal landscape. A truly vibrant college or university campus must be welcoming for all. Our institutions remain firmly rooted in their missions of expanding access, creating opportunity, and fostering a genuine sense of belonging.”

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This PDF is an introduction to reporting requirements that will take effect for the July-December 2026 reporting period (reporting form will be available in January 2027).

To review the recording, click here.

Because the development of the new reporting requirements is ongoing, we would appreciate feedback after you've reviewed the material. Please click here to leave survey feedback. You can also email Nicole.Barnaby@mass.gov if you'd like to take part in a low-commitment working group to inform this process (or if the survey has closed).

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Eligible Use of Funds (SBHE Grant) Updated August 2026

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Eligible Use of Funds (SBHE Grant) Updated August 2026

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This PDF provides a list of examples for use of SBHE funding. This list is not all-inclusive. Contact your contract manager if you have specific questions about funded activities.

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SBHE Eligible Use of Funds (Updated August 2026)

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Vaping Cessation Guide for School Nurses and Counselors

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Vaping Cessation Guide for School Nurses and Counselors

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This guide contains information relevant to the youth quitting process that can aid discussions between a school nurse or counselor and their students. It includes a tool to assess dependence, suggested scripts to use when talking with youth about vaping, and additional resources.

Click here to order print copies. Free materials for parents about youth vaping are also available to order. The MDPH’s vaping campaign Toolkit for Schools is available at GetOutraged.org.

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Vaping Cessation for Nurses and Counselors

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iDECIDE Facilitator Trainings are one full-day, conducted in-person, and FREE. They run approximately 15 trainings per year across Massachusetts, in 4 waves.

Click here to learn about upcoming trainings.

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This Restorative Practices Guide and Toolkit was created by the Chicago Public Schools Office of Social & Emotional Learning, in collaboration with the Embrace Restorative Justice in Schools Collaborative.

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School Based Medicaid Program and Why it Matters

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School Based Medicaid Program and Why it Matters

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This presentation provides an overview of the benefits of the SBMP.

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Behavioral Health Help Line for School Providers

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Behavioral Health Help Line for School Providers

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The BHHL can help school-based providers identify referral options for students based on a student’s insurance type and clinical need. The BHHL is a support line that connects individuals and families to the full range of

mental health and substance use treatment services offered in Massachusetts,

including outpatient, urgent, and immediate crisis care.

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FINAL-BHHL for School Providers.docx (2)

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SBHE Mental Health Systems + Needs Assessment Checklist

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SBHE Mental Health Systems + Needs Assessment Checklist

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This School Mental Health Systems Checklist is an optional tool to support the evaluation of your school’s or district’s mental health practices, policies, and community. This checklist can be used to help you answer the 4-question Mental Health Needs Assessment Form which is required of all recipients of the SBHE grant annually.

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SBHE Mental Health Systems + Needs Assessment Checklist Final Fillable

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Autism Level UP! offers free tools and other supports to promote autism awareness, empowerment, and advocacy.

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U.S. Department of Education "Free to Learn" Initiative 

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U.S. Department of Education "Free to Learn" Initiative 

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The U.S. Department of Education is offering resources to prevent, address, and ameliorate the effects of bullying, violence, and hate while also supporting school safety, school-based mental health, and positive school climate so all students are free to learn. General resources and those tailored to support specific populations (Latine, LGBTQI+, Black , Native American and Indigenous, and MENA Students as well as Islamophobia and Antisemitism) are offered.

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Free to Learn | National Center on Safe Supportive Learning Environments (NCSSLE)

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In recent years, our nation has endured a disturbing series of hate-motivated attacks. Oak Creek, Pittsburgh, El Paso, Poway, Orlando, Charleston, Atlanta, Buffalo, and more. Each one of these incidents has left innocent people dead and communities shattered. The cumulative impact of these manifestations tears at the soul of our Nation.

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State MH Resources for Youth and their Families

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State MH Resources for Youth and their Families

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There are various state-wide BH resources available to youth and their families. This PDF provides an overview that should be shared with youth and their families.

This document is also available on this Padlet in:

Spanish

Brazilian Portuguese

Vietnamese

Haitian Creole

Chinese (simplified)

Chinese (traditional)

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State Mental Health Resources for Youth and their Families Feb 2025 (1)

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Resources for Advancing Racial Equity in the School Environment

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Resources for Advancing Racial Equity in the School Environment

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This PDF contains links for learning and making changes in schools to promote racial equity.

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Appendix C - Resources related to racial equity in the school environment

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The Center on Child Wellbeing & Trauma partnered with Thriving Minds—a collaboration between bryt, the Massachusetts School Mental Health Consortium, and the Rennie Center for Education Research & Policy—to develop this toolkit on Trauma-Informed Practices for School Mental Health.

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Trauma-Informed, Healing-Centered School Practices – Child Trauma and Wellbeing

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Share your email to receive updates from the Center on Child Wellbeing & Trauma.

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School-Based Medicaid Program (SBMP) Website

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School-Based Medicaid Program (SBMP) Website

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The School-Based Medicaid Program (SBMP) offers Local Education Agencies (LEAs) an opportunity to receive federal dollars to offset costs for providing certain Medicaid-covered direct services in a school setting.

Covered types of direct care services in the SBMP include: Applied Behavior Analysis for members with Autism Spectrum Disorder (ASD), audiology, dental assessments/screenings, medical nutritional services, mental/behavioral health services, skilled nursing care, occupational therapy, physical therapy, physical and behavioral health screenings, and speech therapy.

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What is the School-Based Medicaid Program (SBMP)?

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The following information offers an overview of the program. For more information, see the SBMP Resource Center and the SBMP Program Guide.

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Introduction to Restorative Justice for Schools

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Introduction to Restorative Justice for Schools

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A guide for principals, teachers, school administrators, school resource officers, school counselors, and anyone interested in restorative practices and schools.

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SBHE Frequently Asked Questions (Updated August 2025)

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SBHE Frequently Asked Questions (Updated August 2025)

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Review this PDF for answers to some of our most frequently asked questions.

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SBHE Frequently Asked Questions Updated August 2025

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SEEM Collaborative's resources to help make schools and classrooms work for and affirm BIPOC (Black, Indigenous, and People of Color) students, and to help support anti-racist educators.

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Culturally and Linguistically Appropriate Services (CLAS) Part 1

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Culturally and Linguistically Appropriate Services (CLAS) Part 1

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We borrowed this recorded training from the Healing Equity and Leadership (HEAL) Grant’s Core Principles training. It provides a good overview to creating culturally and linguistically appropriate services in youth-facing settings.

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done. Zoom is a publicly traded company headquartered in San Jose, CA.

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Suspending students for substance use can have considerable, negative consequences. Resources for youth can be found on the 2nd page of this PDF.

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Student Voice Continuum: What messages are you sending to students with your youth engagement policies?

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What messages are you sending to students with youth voice policies? Are young people viewed primarily as consultants or collaborators? How can you go from merely informing youth of existing policies, to leading together with shared ownership between students and adult staff?

View our Student Voice Continuum to see how to level up student voice in your work - building engagement and racial equity as you move towards student governance.

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Student Voice Continuum: How to Build Student Power - Californians for Justice

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What messages do youth voice policies send to students? Are young people viewed primarily as consultants or collaborators? How can you go from merely informing youth of existing policies, to leading together with shared ownership between students and adult staff?View our Student Voice Continuum to see how you can level up student voice in your work -- building engagement and racial equity as you move towards student governance.

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This Toolkit is designed to support school administrators and educators in learning about the enabling conditions needed for student voice work to take root and flourish, and it provides new insights and strategies for deepening and scaling student voice work within classrooms and schoolwide.

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The Student Voice Toolkit provides information about student voice - what it is, what it looks like in practice, how to support it, and how to measure it. The Toolkit is designed to support school administrators and educators in learning about the enabling conditions needed for student voice work to take root and flourish, and it provides new insights and strategies for deepening and scaling student voice work within classrooms and schoolwide.

We encourage you to read through these resources, utilize the activities, and take the assessments to better understand and reflect on the state of student voice practices in your school and identify opportunities for deepening your commitment to student voice.

Defining Student Voice

While educators (e.g., teachers and school administrators) are increasingly incorporating student voice into classroom and school improvement efforts, most students feel they have few opportunities to participate in and influence classroom and school decision-making.

This is concerning, as student voice is a promising practice for fostering classroom and school environments responsive to students' needs. Emerging research shows that schools and classrooms that use student voice practices are better able to facilitate students' academic and developmental success as well as access to educational opportunity.

Student voice refers to the opportunities to participate in and influence the educational decisions that shape students' lives and the lives of their peers. Student voice can take many forms and can occur schoolwide or within the classroom. Students can organize and demand changes in hiring policies, curriculum, or school climate. Principals can convene student advisory committees, and teachers can ask students to provide feedback on lessons. All of these distinct practices have this in common: they all help students participate in and influence educational decision-making.

The Student Voice to Student Outcomes Study

The Student Voice to Student Outcomes study-funded by the Bill & Melinda Gates Foundation-was launched in 2021 in collaboration with the following partners: Search Institute, Dr. Dana Mitra and Ghadir Al Saghir of Pennsylvania State University, Dr. Samantha Holquist of Child Trends, Dr. Jerusha Conner of Villanova University, and school and district partners, including students, educators, and district staff.

The purpose of the study was to build evidence of the value of student voice in moving the needle on critical student outcomes and in creating more equitable learning environments. This toolkit is one of the products of this study.

Student Voice Practices

The Student Voice Toolkit is organized around the following key components to support you and your school in getting started and expanding your student voice practices:

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The Toolkit provides information about student voice - what it is, what it looks like in practice, how to support it, and how to measure it.

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Affinity Groups in Elementary, Middle, and Early Childhood Education

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Affinity Groups in Elementary, Middle, and Early Childhood Education

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A 5-minute video on affinity groups in school settings.

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National Association of Independent Schools (NAIS)

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Expanding Affinity Potential: Affinity Groups in Elementary, Middle, and Early Childhood Education

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Sample School Policy on Gender Identity and Inclusivity

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Sample School Policy on Gender Identity and Inclusivity

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Offered in a template format, this sample policy makes it easy to adaprt gender-inclusive policies.

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Sample_ Policy on Gender Identity and Inclusivity

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DESE Principals for Safe and Supportive Learning Environments for LGBTQ Students

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DESE Principals for Safe and Supportive Learning Environments for LGBTQ Students

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Principles for Ensuring Safe and Supportive Learning Environments for Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning (LGBTQ) Students

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Student and Family Support (SFS)

Approved, March 24, 2015, Massachusetts Board of Elementary and Secondary Education

1. Schools must have policies, and update them as needed, protecting LGBTQ students from harassment, violence, and discrimination based on LGBTQ status, to ensure compliance with the law.
In light of the amended Student Anti-discrimination Law, G.L. c. 76, §5, which includes sexual orientation and gender identity as protected categories, and in order to ensure these protections are understood throughout all Massachusetts schools and districts, school and district non-discrimination policies must be reviewed and updated as necessary to include sexual orientation and gender identity. In addition, schools are encouraged to adopt policies and practices based on the Department's Guidance for Massachusetts Public Schools Creating a Safe and Supportive School Environment: Nondiscrimination on the Basis of Gender Identity.

2. Schools must include content about violence and suicide prevention related to LGBTQ students in their required training for school personnel.
The regulations addressing the Student Anti-discrimination Law require the school committee and superintendent to provide in-service training for all school personnel at least annually regarding the prevention of discrimination and harassment based upon race, color, sex, gender identity, religion, national origin, and sexual orientation, and the appropriate methods for responding to such discrimination and harassment in a school setting. See, 603 CMR 26.07(3).

The Massachusetts Anti-bullying Law states that the content of anti-bullying professional development shall include developmentally appropriate strategies for immediate, effective interventions to stop bullying incidents; and research findings on bullying, including information about specific categories of students who have been shown to be particularly at risk for bullying in the school environment. See, G.L. c. 71, §37O(d)(4).

Training for personnel should include the particular issues that lead to LGBTQ students being harmed or harming themselves, as well as the factors that promote healthy outcomes and resilience in LGBTQ students. The trained staff should include educators, administrators, school nurses, counselors, librarians, cafeteria workers, custodians, administrative assistants, bus drivers, athletic coaches, activity advisors, all support staff, and paraprofessionals.

3. Schools are encouraged to offer school-based groups for LGBTQ and heterosexual students.
Research consistently finds that participation in gay-straight alliances or gender and sexuality alliances (GSAs) is central to positive youth development and resilience.

In order to support students who may be isolated and at high risk for suicide, as well as to offer them meaningful leadership opportunities, middle and high schools should establish groups where all students, LGBTQ and heterosexual, may meet on a regular basis to discuss LGBTQ issues in a safe environment. These GSAs should be open to all students and should have a faculty advisor and support from the school administration. GSA student leaders and adult advisors are encouraged to participate in the Massachusetts GSA Leadership Council, which is modeled on the Student Advisory Council to the Board of Elementary and Secondary Education and consists of a statewide leadership council and five regional councils.

4. Schools are encouraged to provide support for family members of LGBTQ students.
A key determinant of LGBTQ student health is parental acceptance and family support. Student support teams, guidance staff, and community partners should provide resources to help families and students locate counseling, information, and support services.

Administrators and guidance staff should be familiar with the practices recommended in the Department's Guidance on Notifying Parents When a Student Has Been Bullied Based on Sexual Orientation or Gender Identity/Expression, including designing an appropriate parental notification process for these situations.

5. School districts are encouraged to designate a staff member who is proficient in issues related to sexual orientation and gender identity.
All school districts should designate a person who is proficient on issues related to sexual orientation and gender identity, as recommended in the Department's Guidance on Notifying Parents When a Student Has Been Bullied Based on Sexual Orientation or Gender Identity/Expression. In addition to assuming a leadership role in educating the school community regarding these topics, this person serves as the point person for the school district and for the Department.

6. Schools, through their curricula, shall encourage respect for the human and civil rights of all individuals, including LGBTQ individuals.
The regulations addressing the Student Anti-discrimination Law state: All public school systems shall, through their curricula, encourage respect for the human and civil rights of all individuals regardless of race, color, sex, gender identity, religion, national origin or sexual orientation. See, 603 CMR 26.05(1).

Research shows that inclusion of LGBTQ topics in curricula corresponds to all students reporting that they feel safer in school, regardless of sexual orientation or gender identity. Curricula should reflect issues of sexual orientation and gender identity, as relevant, to be inclusive across subject areas, including, but not limited to, health, social science, language arts, and family life curricula.

7. Schools are encouraged to provide age-appropriate information about LGBTQ issues in school libraries and in student and faculty resource centers.
School libraries should include a selection of high interest LGBTQ books and media. In addition, computer-filtering software should not inhibit age-appropriate access to medical and social information. Schools are encouraged to review the computer filtering protocol to ensure that LGBTQ students and other school community members can access information related to LGBTQ youth, local and national resources, and LGBTQ health information.

8. Schools are encouraged to have a diverse workforce.
In order to provide authentic role models for all students, schools are encouraged to have diverse staff who reflect the protected categories in the Student Anti-discrimination Law, including gender identity and sexual orientation. While employers cannot inquire about an applicant's sexual orientation or gender identity, it is important that school systems have work environments where openly LGBTQ staff members feel safe, supported, and valued.

9. Schools are encouraged to review academic and non-academic policies and procedures, and available data, to identify issues or patterns that may create barriers to a safe and successful learning experience for LGBTQ students.
LGBTQ youth are frequently cited as being disproportionately at risk for experiencing bullying, truancy, violence, substance use, unaccompanied homelessness, discipline treatment, and involvement with the juvenile justice system. Schools are encouraged to analyze available attendance, suspension, expulsion, bullying, and school climate data to identify and address patterns and barriers that may exist for LGBTQ students, and to promote practices that improve their attendance and participation in school.

In 2014 the Massachusetts Anti-bullying Law was amended to require annual reporting of bullying incident data, including the nature of the bullying incidents, to the Department. In addition, school systems should review their referrals to community-based services and law enforcement agencies to see if LGBTQ youth are disproportionately affected, and implement changes to address any disparities.

Schools should also review policies and practices, such as those recommended in the Department's Guidance for Massachusetts Public Schools Creating a Safe and Supportive School Environment: Nondiscrimination on the Basis of Gender Identity, which affect the school experience of LGBTQ students.

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massachusetts department of elementary and secondary education

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Massachusetts Department of Elementary and Secondary Education

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Principles for Ensuring Safe and Supportive Learning Environments for Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning (LGBTQ) Students

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The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and international PISA assessments.

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The Safe Schools Program for LGBTQ Students provides comprehensive training and technical assistance to support LGBTQ students, families and staff. The work focuses on creating safe, supportive, and inclusive learning environments by addressing bullying, promoting understanding of sexual orientation and gender identity, and improving school climate. They partner with public schools across the state to provide professional development, policy guidance, and tailored support.

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There are no Safe Schools Program for LGBTQ Students Headlines at this time

The Safe Schools Program for Lesbian, Gay, Bisexual, Transgender, Queer and Questioning (LGBTQ) Students is a joint initiative between the Massachusetts Department of Elementary and Secondary Education (DESE) and the Massachusetts Commission on LGBTQ Youth. Founded in 1993 in response to concerns about LGBTQ youth suicides and other risk factors, the program now offers a range of services designed to help schools implement state laws impacting LGBTQ students, including the state's anti-bullying law, gender identity law, and student anti-discrimination law.

The Safe Schools Program also manages the Massachusetts Gender and Sexuality Alliance (GSA) Student Leadership Council.

Training and Technical Assistance

The Safe Schools Program for LGBTQ Students informs policy and provides training, technical assistance, and professional development to school administrators and staff on topics related to gender identity, sexual orientation, and school climate.

Requests for trainings and technical assistance can be submitted online, Submit a Request.

Curricular Resources

The Regulations for the Massachusetts Student Rights Law (MGL Ch. 76, Sec. 5) state that "all public school systems shall, through their curricula, encourage respect for the human and civil rights of all individuals regardless of race, color, sex, gender identity, religion, national origin or sexual orientation."

These resources will help students value the contributions of LGBTQ people and understand their place in history, literature, and other fields.

DESE Model Curriculum Units - Defending Democracy at Home: Advancing Constitutional Rights, Obergefell v. Hodges (2015) Same-Sex Marriage (Grades 11-12)

Inclusive Curriculum Materials - available from the Massachusetts Commission on LGBTQ Youth and covering a variety of subjects in social studies and language arts

Important LGBTQ Resources

Email: Safeschoolsprogram@doe.mass.edu

Phone: 617-447-4730

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massachusetts department of elementary and secondary education

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Massachusetts Department of Elementary and Secondary Education

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Safe Schools Program for LGBTQ Students - Student and Family Support

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The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and int…

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DESE Guidance for Safe and Supportive Schools

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DESE Guidance for Safe and Supportive Schools

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Guidance for MA Public Schools Creating a Safe and Supportive School Environment - Student and Family Support

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Nondiscrimination on the Basis of Gender Identity

An Act Relative to Gender Identity (Chapter 199 of the Acts of 2011), which became effective on July 1, 2012, amended several Massachusetts statutes prohibiting discrimination on the basis of specified categories, to include discrimination on the basis of gender identity. Among the statutes amended is G.L. c. 76, § 5, prohibiting discrimination on the basis of gender identity against students who enroll in or attend the public schools. G.L. c. 76, §5 now reads as follows:

Every person shall have a right to attend the public schools of the town where he actually resides, subject to the following section. No school committee is required to enroll a person who does not actually reside in the town unless said enrollment is authorized by law or by the school committee. Any person who violates or assists in the violation of this provision may be required to remit full restitution to the town of the improperly-attended public schools. No person shall be excluded from or discriminated against in admission to a public school of any town, or in obtaining the advantages, privileges and courses of study of such public school on account of race, color, sex, gender identity, religion, national origin or sexual orientation. (Emphasis added)

In June 2012, the Massachusetts Board of Elementary and Secondary Education (Board) adopted revised Access to Equal Education Opportunity Regulations, 603 CMR 26.00, and Charter School Regulations, 603 CMR 1.00, to reflect the broadened student anti-discrimination provision in G.L. c. 76, §5. The Board also directed the Department of Elementary and Secondary Education (Department) to provide guidance to school districts to assist in implementing the gender identity provision.

All students need a safe and supportive school environment to progress academically and developmentally. Administrators, faculty, staff, and students each play an important part in creating and sustaining that environment. This guidance is intended to help school and district administrators take steps to create a culture in which transgender and gender nonconforming students feel safe, supported, and fully included, and to meet each school's obligation to provide equal educational opportunities for all students, in compliance with G.L. c. 76, §5 and the state regulations. The guidance sets out general principles based on the law, and addresses common issues regarding transgender and gender nonconforming students. It offers case studies based on experiences of schools and students in Massachusetts, and reflects the need to consider issues on a case-by-case basis. The list of issues is not exhaustive, and the examples are intended to be illustrative, not prescriptive.

In preparing this guidance, the Department reviewed policies and guidance from several states, organizations, and athletic associations and consulted with the field. We appreciate the input we received from school and district administrators, advocacy groups, parents, students, and other interested constituents.

Definitions

Understanding the terminology associated with gender identity is important to providing a safe and supportive school environment for students whose rights are protected under the law. The following terms appear in this document and are defined to assist in understanding the guidance presented. Although these are the most commonly used terms, students may prefer other terms to describe their gender identity, appearance, or behavior. The term "gender identity" is specifically defined in the Mass. General Laws, as amended by An Act Relative to Gender Identity (the gender identity law).

Gender expression: the manner in which a person represents or expresses gender to others, often through behavior, clothing, hairstyles, activities, voice, or mannerisms.

Gender identity: as defined in part at G.L. c. 4, § 7, is "a person's gender-related identity, appearance or behavior, whether or not that gender-related identity, appearance or behavior is different from that traditionally associated with the person's physiology or assigned sex at birth ..."

Gender nonconforming: a term used to describe people whose gender expression differs from stereotypic expectations. The terms "gender variant" or "gender atypical" are also used.

Transgender: an umbrella term used to describe a person whose gender identity or gender expression is different from that traditionally associated with the assigned sex at birth.

The Law

The gender identity law amended G.L. c. 76, § 5, to establish that no person shall be excluded from or discriminated against in admission to a public school of any town, or in obtaining the advantages, privileges and courses of study of such public school on account of gender identity, among other characteristics. The amended Access to Equal Educational Opportunity regulations, 603 CMR 26.00, and the non-discrimination provision of the Charter School regulations, 603 CMR 1.00, require schools to establish policies and procedures, provide training, and implement and monitor practices to ensure that obstacles to equal access to school programs are removed for all students, including transgender and gender nonconforming students.

All districts and schools should review existing policies, handbooks, and other written materials to ensure that they are updated to reflect the new law. At a minimum, this means including the category of "gender identity" within the identification of legally protected characteristics. For example:
The [ ] Public Schools strives to provide a safe, respectful, and supportive learning environment in which all students can thrive and succeed in its schools. The [ ] Public Schools prohibits discrimination on the basis of race, color, sex, gender identity, religion, national origin, or sexual orientation and ensures that all students have equal rights of access and equal enjoyment of the opportunities, advantages, privileges, and courses of study.
The gender identity law reflects the reality that transgender and gender nonconforming students are enrolled in Massachusetts public schools. These students, because of widespread misunderstanding and lack of knowledge about their lives, are at a higher risk for peer ostracism, victimization, and bullying. The 2011 National School Climate Survey by the Gay, Lesbian & Straight Education Network (GLSEN), found that 75.4&percnt; of transgender students had been verbally harassed in the previous year, 32.1&percnt; had been physically harassed, and 16.8&percnt; had been physically assaulted. Educators play an essential role in advocating for the well-being of these students and creating a school culture that supports them.

Understanding Gender Identity

The gender identity law defines "gender identity" to mean "a person's gender-related identity, appearance or behavior, whether or not that gender-related identity, appearance or behavior is different from that traditionally associated with the person's physiology or assigned sex at birth." The law also states that "[g]ender-related identity may be shown by providing evidence including, but not limited to, medical history, care or treatment of the gender-related identity, consistent and uniform assertion of the gender-related identity or any other evidence that the gender-related identity is sincerely held as part of a person's core identity; provided, however, that gender-related identity shall not be asserted for any improper purpose."

Transgender youth are those whose assigned birth sex does not match their internalized sense of their gender (their "gender-related identity"), and gender nonconforming youth are those whose gender-related identity does not meet the stereotypically expected norms associated with their assigned sex at birth. A transgender boy, for example, is a youth who was assigned the sex of female at birth but has a clear and persistent identity as male. A transgender girl is a youth who was assigned the sex of male at birth but has a clear and persistent identity as female. Gender nonconforming youth range in the ways in which they identify as male, female, some combination of both, or neither.

The responsibility for determining a student's gender identity rests with the student or, in the case of young students not yet able to advocate for themselves, with the parent. One's gender identity is an innate, largely inflexible characteristic of each individual's personality that is generally established by age four, although the age at which individuals come to understand and express their gender identity may vary based on each person's social and familial social development. As a result, the person best situated to determine a student's gender identity is that student himself or herself.
In one Massachusetts town, the parents of a pre-school-age biologically female child noted throughout the child's early years that their child identified as a boy. For as long as the parents could remember, the child preferred to play with boys rather than girls, wanted a short haircut, rejected wearing any clothing that the child identified as "something a girl would wear," and ignored anyone who called him by his stereotypically feminine name. When it was time for the child to enter kindergarten, the child said to his parents, "You have to tell them when I go to kindergarten that I'm a boy."
Consistent with the statutory standard, a school should accept a student's assertion of his or her gender identity when there is "consistent and uniform assertion of the gender-related identity, or any other evidence that the gender-related identity is sincerely held as part of a person's core identity." If a student's gender-related identity, appearance, or behavior meets this standard, the only circumstance in which a school may question a student's asserted gender identity is where school personnel have a credible basis for believing that the student's gender-related identity is being asserted for some improper purpose.

In most situations, determining a student's gender identity is simple. A student who says she is a girl and wishes to be regarded that way throughout the school day and throughout every, or almost every, other area of her life, should be respected and treated like a girl. So too with a student who says he is a boy and wishes to be regarded that way throughout the school day and throughout every, or almost every, other area of his life. Such a student should be respected and treated like a boy.

The statute does not require consistent and uniform assertion of gender identity as long as there is "other evidence that the gender-related identity is sincerely held as part of [the] person's core identity." Many transgender people experience discrimination, and some experience violence due to their status. Some environments may feel safe and inclusive, and others less so, challenging a person's ability to live consistently with one gender identity in all aspects of life. For example, it is possible that a biologically male student with a female gender identity who lives as a girl does not express her female gender identity all the time. In one case, such a student agreed to present as a boy when visiting relatives until the student's parents could explain the student's transgender identity to them. The fact that the student did not exclusively assert her female identity did not alter the fact that she had a female gender identity.

Confirmation of a student's asserted gender identity may include a letter from a parent, health care provider, school staff member familiar with the student (a teacher, guidance counselor, or school psychologist, among others), or other family members or friends. A letter from a social worker, doctor, nurse practitioner, or other health care provider stating that a student is being provided medical care or treatment relating to her/his gender identity is one form of confirmation of an asserted gender identity. It is not, however, the exclusive form upon which the school or student may rely. A letter from a clergy member, coach, family friend, or relative stating that the student has asked to be treated consistent with her/his asserted gender identity, or photographs at public events or family gatherings, are other potential forms of confirmation. These examples are intended to be illustrative rather than comprehensive.
In one Massachusetts middle school, a biologically male student explained to her guidance counselor that she was a transgender girl who expressed her female gender identity only at home. The stress associated with having to hide her female gender identity at school was having a negative impact on her mental health, as well as on her academic performance. The student and her parents asked if it would be okay if she expressed her female gender identity at school. The guidance counselor assured the student and her parents that she could do so. The fact that the student presented no documentation to support her gender identity was not a concern since the school had no reason to believe the request was based on anything other than a sincerely held belief that she had a female gender identity.
Gender Transition

Many, though not all, transgender youth undergo the experience of gender transition. The term "gender transition" describes the experience by which a person goes from living and identifying as one gender to living and identifying as another. For most youth, and for all young children, the experience of gender transition involves no medical intervention. Rather, most transgender youth will undergo gender transition through a process commonly referred to as "social transition," whereby they begin to live and identify as the gender consistent with their gender-related identity. Some transgender youth who are close to reaching puberty, or after commencing puberty, may complement social transition with medical intervention that may include hormone suppressants, cross-gender hormone therapy, and, for a small number of young people, a range of gender-confirming surgeries. The decision about whether and how to undergo gender transition is personal and depends on the unique circumstances of each individual. There is no threshold medical or mental health diagnosis or treatment requirement that any student must meet in order to have his or her gender identity recognized and respected by a school.

Some transgender and gender nonconforming students are not openly so at home for reasons such as safety concerns or lack of acceptance. School personnel should speak with the student first before discussing a student's gender nonconformity or transgender status with the student's parent or guardian. For the same reasons, school personnel should discuss with the student how the school should refer to the student, e.g., appropriate pronoun use, in written communication to the student's parent or guardian.

Names and Pronouns

The issue of the name and pronoun to use in referring to a transgender student is one of the first that schools must resolve to create an environment in which that student feels safe and supported. Transgender students often choose to change the name assigned to them at birth to a name that is associated with their gender identity. As with most other issues involved with creating a safe and supportive environment for transgender students, the best course is to engage the student, and in the case of a younger student, the parent, with respect to name and pronoun use, and agree on a plan to initiate that name and pronoun use within the school. The plan also could include when and how this is communicated to students and their parents. In the case of a transgender student who is enrolling at a new school, it is important that the school respect the student's privacy (see the following section) and chosen name.
In one situation where a transgender girl was entering high school, she and her parent asked the principal to inform her teachers that even though her school records indicate that her name is John, she goes by the name Jane and uses female pronouns. The school principal sent the following memorandum to the student's classroom teachers: "The student John Smith wishes to be referred to by the name Jane Smith, a name that is consistent with the student's female gender identity. Please be certain to use the student's preferred name in all contexts, as well as the corresponding pronouns. It is my expectation that students will similarly refer to the student by her chosen name and preferred pronouns. Your role modeling will help make a smooth transition for all concerned. If students do not act accordingly, you may speak to them privately after class to request that they do. Continued, repeated, and intentional misuse of names and pronouns may erode the educational environment for Jane. It should not be tolerated and can be grounds for student discipline. If you need any assistance to make sure that Jane Smith experiences a safe, nondiscriminatory classroom atmosphere, please contact me or Ms. O'Neill. - Mr. Jones, Principal."
Massachusetts' law recognizes common law name changes. An individual may adopt a name that is different from the name that appears on his or her birth certificate provided the change of name is done for an honest reason, with no fraudulent intent. Nothing more formal than usage is required. Hence, when requested, schools should accurately record the student's chosen name on all records, whether or not the student, parent, or guardian provides the school with a court order formalizing a name change.

The Department has a procedure in place to update name changes and gender markers in the Student Information Management System (SIMS) upon request. The document Assigning State Assigned Student Identifiers (SASIDs) to Massachusetts' Public School Students guides schools through changing names and gender markers on school records.

In sum, school personnel should use the student's chosen name and pronouns appropriate to a student's gender identity, regardless of the student's assigned birth sex. For those students who have been attending a school and undergo gender transition while attending the same school, it is important to develop a plan for initiating use of the chosen name and pronouns consistent with the student's gender identity.

Privacy, Confidentiality, and Student Records

Under state law, information about a student's assigned birth sex, name change for gender identity purposes, gender transition, medical or mental health treatment related to gender identity, or any other information of a similar nature, regardless of its form, is part of the individual's student record ( see Massachusetts Student Records Regulations, 603 CMR 23.00), is confidential, and must be kept private and secure, except in limited circumstances. 603 CMR § 23.04. One circumstance is when authorized school personnel require the information to provide administrative, teaching, counseling, or other services to the student in the performance of their official duties. For transgender students, authorized school personnel could include individuals such as the principal, school nurse, classroom teacher(s), or guidance or adjustment counselor.

When a student new to a school is using a chosen name, the birth name is considered private information and may be disclosed only with authorization as provided under the Massachusetts Student Records Regulations. If the student has previously been known at school or in school records by his or her birth name, the principal should direct school personnel to use the student's chosen name. Every effort should be made to update student records (for example, Individualized Education Programs) with the student's chosen name and not circulate records with the student's assigned birth name. Records with the student's assigned birth name should be kept in a separate, confidential file.
One school nurse dealt with information in the student's file by starting a new file with the student's chosen name, entered previous medical information (for example, immunizations) under the student's chosen name, and created a separate, confidential folder that contained the student's past information and birth name.
When determining which, if any, staff or students should be informed that a student's gender identity is different from the assigned birth sex, decisions should be made in consultation with the student, or in the case of a young student, the student's parent or guardian. The key question is whether and how sharing the information will benefit the student.
In one case, parents of a transgender male-to-female elementary school student requested that only the school principal and the school nurse be aware that the student was assigned the sex of male at birth. After a discussion with the school principal, the parents agreed that the student's teacher, the school secretary, and the district superintendent would also be informed. In this situation, the school principal kept the student's birth certificate in a separate, locked file that only the principal could access, and put a note in the student's other file saying that the principal had viewed the student's birth certificate. In another situation, where a biological male came to school after April vacation as a girl, the school principal and guidance counselor, in collaboration with the student and her parents, developed a plan for communicating information regarding the student's transition to staff, parents, and students. The plan included who was going to say what to whom, and when the communication would take place.
Transgender and gender nonconforming students may decide to discuss and express their gender identity openly and may decide when, with whom, and how much to share private information. A student who is 14 years of age or older, or who has entered the ninth grade, may consent to disclosure of information from his or her student record. If a student is under 14 and is not yet in the ninth grade, the student's parent (alone) has the authority to decide on disclosures and other student record matters.

Gender Markers on Student Records

A gender marker is the designation on school and other records that indicates a student's gender. For most students, records that include an indication of a student's gender will reflect a student's assigned birth sex. For transgender students, however, a documented gender marker (for example, "male" or "female" on a permanent record) should reflect the student's gender identity, not the student's assigned sex. This means that if a transgender student whose gender identity is male has a school record that reflects an assigned birth sex as female, then upon request by the student or, in the case of young students not yet able to advocate for themselves, by the parent or guardian, the school should change the gender marker on the record to male. 10 Schools are advised to collect or maintain information about students' gender only when necessary.
One school reviewed the documentation requests it sent out to families and noticed that field trip permission forms included a line to fill in indicating the student's gender. Upon consideration, the school determined that the requested information was irrelevant to the field trip activities and deleted the line with the gender marker request.
In addition, transgender students who transition after having completed high school, may ask their previous schools to amend school records or a diploma or transcript that include the student's birth name and gender. When requested, and when satisfied with the gender identity information provided, schools should amend the student's record, including reissuing a high school diploma or transcript, to reflect the student's current name and gender.

Restrooms, Locker Rooms, and Changing Facilities

All students are entitled to have access to restrooms, locker rooms and changing facilities that are sanitary, safe, and adequate, so they can comfortably and fully engage in their school program and activities. In meeting with the transgender student (and parent) to discuss the issues set forth in this memorandum, it is essential that the principal and student address the student's access to the restrooms, locker room and changing facility. Each situation needs to be reviewed and addressed based on the particular circumstances of the student and the school facilities. In all cases, the principal should be clear with the student (and parent) that the student may access the restroom, locker room, and changing facility that corresponds to the student's gender identity. While some transgender students will want that arrangement, others will not be comfortable with it. Transgender students who are uncomfortable using a sex-segregated restroom should be provided with a safe and adequate alternative, such as a single "unisex" restroom or the nurse's restroom. Similarly, some transgender students may not be comfortable undressing in the changing facilities that correspond to the student's gender identity. The following are examples of ways in which school officials have responded to these situations:
In one elementary school, a transgender second-grader socially transitioned from female to male. The principal informed the staff: For the remainder of this year, he will use Nurse Margaret's restroom, and toward the end of the year we will make future determinations of restroom use in consultation with his family. In one middle school, a male-to-female transgender sixth-grader socially transitioned after spring break. For the rest of the school year, she used the nurse's restroom and the other unisex restrooms at the school. Beginning in seventh grade, she used the girls' restroom. In one high school, a transgender male-to-female student was given access to the female changing facility, but the student was uncomfortable using the female changing facility with other female students because there were no private changing areas within the facility. The principal examined the changing facility and determined that curtains could easily be put up along one side of a row of benches near the group lockers, providing private changing areas for any students who wished to use them. After the school put up the curtains, the student was comfortable using the changing facility.
Some students may feel uncomfortable with a transgender student using the same sex-segregated restroom, locker room or changing facility. This discomfort is not a reason to deny access to the transgender student. School administrators and counseling staff should work with students to address the discomfort and to foster understanding of gender identity, to create a school culture that respects and values all students.

The Department strongly recommends that districts include an appropriate number of gender-neutral restrooms commensurate with the size of the school, and at least one gender-neutral changing facility, into the design of new schools and school renovations.

School staff as well as students and their families may find the use of restrooms and changing facilities to be among the more challenging issues presented by the gender identity law, perhaps due to issues of personal privacy. As emphasized in other sections of this guidance, these issues should be resolved on a case-by-case basis, through dialogue with students and parents, and through leadership in creating safe and supportive learning environments.

Physical Education Classes and Intramural and Interscholastic Athletic Activities

Physical education is a required course in all grades in Massachusetts' public schools, and school-based athletics are an important part of many students' lives. Most physical education classes in Massachusetts' schools are coed, so the gender identity of students should not be an issue with respect to these classes. Where there are sex-segregated classes or athletic activities, including intramural and interscholastic athletics, all students must be allowed to participate in a manner consistent with their gender identity. With respect to interscholastic athletics, the Massachusetts Interscholastic Athletic Association will rely on the gender determination made by the student's district; it will not make separate gender identity determinations.
At one school, a transgender girl joined the girls' cheerleading squad. The school supported the student's participation on the team. When the team was going to a regional competition, however, several of the team members raised a concern that the school would be made to compete in the coed cheerleading portion of the competition rather than in the all-girls portion for which they prepared. With the permission of the student, the principal wrote a letter that she gave to the coach to take to the competition in case officials at the competition questioned the team's participation in the all-girls' portion of the event. The letter explained: "Student, Jane Smith, is a transgender girl who has been a member of the girls' team since (date). Jane has a sincerely held female gender identity and, therefore, according to state law must be permitted to participate as a girl on the girls' cheerleading team." The team participated in the regional competition without incident.
Other Gender-Based Activities, Rules, Policies, and Practices

As a general matter, schools should evaluate all gender-based policies, rules, and practices and maintain only those that have a clear and sound pedagogical purpose. Gender-based policies, rules, and practices can have the effect of marginalizing, stigmatizing, and excluding students, whether they are gender nonconforming or not. In some circumstances, these policies, rules, and practices may violate federal and state law. For these reasons, schools should consider alternatives to them.

Whenever students are separated by gender in school activities or are subject to an otherwise lawful gender-specific rule, policy, or practice, students must be permitted to participate in such activities or conform to such rule, policy, or practice consistent with their gender identity.

The new law on gender identity provides a good opportunity for schools to review their gender-distinct policies. For example, some schools require students to wear gender-based garb for graduation or have gender-based dress codes for prom, special events, and daily attire. Schools should eliminate gendered policies and practices such as these. For example, one school that previously had blue graduation gowns for boys and white ones for girls switched to blue gowns for all graduates. The school also changed its gender-based dress code for the National Honor Society ceremony, which had required girls to wear dresses.

Similarly, some classroom teachers may routinely include gender-based practices in the classroom. For example, some teachers may have boys and girls line up separately to leave the classroom to go to lunch, the gymnasium, restrooms, or recess, and may never have considered the educational value of non-gendered alternatives, such as having students line up in the order of their birthdays, or alphabetically by name, or in the order in which they are sitting.

Education and Training

In order to further a safe and supportive school environment for all students, schools should incorporate education and training about transgender and gender nonconforming students into their anti-bullying curriculum, student leadership trainings, and staff professional development.

As with other efforts to promote a positive school culture, it is important that student leaders and school personnel, particularly school administrators, become familiar with the gender identity law, regulations, guidance, and related resources, and that they communicate and model respect for the gender identity of all students.

Professional development for school staff could include topics on gender identity and gender nonconformity such as: the Massachusetts Student Anti-discrimination Law and Regulations; the DESE Guidance on Notifying Parents When a Student Has Been Bullied Based on Sexual Orientation or Gender Identity/Expression; key terms related to gender identity and expression; the development of gender identity; the experiences of transgender and other gender nonconforming students; risk and resilience data regarding transgender and gender nonconforming students; ways to support transgender students and to improve the school climate for gender nonconforming students; gender-neutral language and practices; and this guidance.

Communication with School Community and Families

Superintendents and principals need to review existing policies, handbooks, and other written materials to ensure that they are updated to reflect the inclusion of gender identity in the student antidiscrimination law, and may wish to inform all members of the school community, including school personnel, students, and families, of the recent change to state law and its implications for school policy and practice. This could take the form of a letter that states the school's commitment to being a supportive, inclusive environment for all students, as well as the school's legal obligation to provide equal educational opportunities for all students. Such a letter might include the definitions provided at the beginning of this document and some basic information about transgender and gender nonconforming youth; a link to the school's anti-bullying and anti-harassment policies; a link to this guidance; and other resources, including individuals to contact with additional questions.

Conclusion

This guidance cannot anticipate every situation in which questions may come up in the implementation of this law, and the needs of each transgender or gender nonconforming student should be assessed and addressed on a case-by-case basis. The Department will continue to provide assistance, support, and resources as we work together to create a safe and supportive school environment for all students.

For further information or questions about the content of this guidance, please contact the Safe Schools Program for LGBTQ Students via Safeschoolsprogram@doe.mass.edu .
Note:
¹ The Act can be found at An Act Relative to Gender Identity

² The Act amends several other statutes as well, including G.L. c. 151B (governing nondiscrimination in employment), to prohibit discrimination on the basis of gender identity.

³ Mass. Gen. Laws. Ch. 4, § 7 (2012).

⁵ When used in this document, the term "parent" refers to parent as well as legal guardian.

⁶ See Gerald P. Mallon, "Practice with Transgendered Children," in Social Services with Transgendered Youth 49, 55-58 (Gerald P. Mallon ed., 1999). See also Stephanie Brill & Rachel Pepper, "Developmental Stages and the Transgender Child," in The Transgender Child, 61-64.

⁷ For certain transactions, such as banking and applying for governmental benefits or licenses, it may be necessary to have a formal legal document establishing one's change of name for identity and other purposes.

⁸ The federal Family Educational Rights and Privacy Act, 20 USC 1232g, also protects the privacy of education records and requires that personally identifiable information be kept secure and confidential.

⁹ See 603 CMR §§23.01 and 23.07. If a student is from 14 through 17 years of age or has entered ninth grade, both the parent and the student may make decisions concerning the student record, or either the student or the parent acting alone may decide.

¹⁰ As discussed in the section on Names and Pronouns, the Department's publication Assigning State Assigned Student Identifiers (SASIDs) to Massachusetts' Public School Students guides district staff through the process of adding or revising SIMS data.

¹¹ Gender and Children: A Place to Begin for Educators

¹² For example, a letter from one principal explained: "All people have a gender identity. For most people, their gender identity matches their assigned sex at birth. For transgender people, that is not the case. Transgender girls are individuals who were assigned the male sex at birth but whose lived experience of who they are is female. Transgender boys are individuals who were assigned the female sex at birth but whose lived experience of who they are is male. As a school community, we want to provide a safe environment and support all of our students so they can achieve academically. That means making sure that our school's policies and practices are inclusive and respectful of all students, including transgender students. Toward that end, we have ̾ [describe steps taken to implement the law]."

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massachusetts department of elementary and secondary education

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Massachusetts Department of Elementary and Secondary Education

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Guidance for MA Public Schools Creating a Safe and Supportive School Environment - Student and Family Support

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The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and international PISA assessments.

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This webpage is a comprehensive guide to key resources, trainings and technical assistance opportunities for the youth and young adult substance use and mental health workforce.

The Office of Youth and Young Adult Services (OYYAS) within the MA Department of Public Health’s Bureau of Substance Addiction Services (BSAS) has a diverse continuum of care that includes services related to school-based intervention, community-based intervention, family support and engagement, youth withdrawal management and stabilization, residential treatment, and more.

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Welcome to the Office of Youth and Young Adult Services (OYYAS) Careers of Substance page. The OYYAS is a specialized unit within the MA Department of Public Health’s Bureau of Substance Addiction Services (BSAS).

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DESE's Best Practices for English Learners: Racial Equity and Social Justice

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DESE's Best Practices for English Learners: Racial Equity and Social Justice

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Educators of English learners play a special role in promoting equity. Adopting a social justice orientation can help educators collaborate with parents, students and community members to promote more equitable experiences and learning outcomes for English learners.

More information for supporting English Learners can be found on the CLAS tab of this Padlet.

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Guidance Regarding Schools' Obligations to Protect Students and Their Information 

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Guidance Regarding Schools' Obligations to Protect Students and Their Information 

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This guidance includes information about the rights of all children to access a free public education regardless of immigration or citizenship status and the ongoing legal obligations of schools to ensure that appropriate steps are taken when responding to requests for access to students or their information by U.S. Immigration and Customs Enforcement (ICE) agents.

This advisory is not legal advice or a formal legal opinion of the Attorney General. A school district or parent should consult with legal counsel about specific concerns.

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Restorative justice in schools establish a positive climate and help build social and emotional skills for all. Suffolk University offers information and trainings to support classroom climate, curriculum, IEP meetings, student-teacher dialogue, and student discipline.

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Restorative Justice is a flexible set of practices that are adaptable to many purposes, enabling youth and adults to bring forward their "best self."

It is optimal to integrate restorative approaches into the daily practices of organizations serving youth to establish a positive climate and build social and emotional skills before introducing restorative justice into situations of conflict and harm.

Classroom Climate & Relationship Building

Teachers use circles at the beginning or end of the week, as one example, asking students to share highs and lows of their week or weekend. Circles can also be used to establish classroom norms, address painful incidents in the school or broader community, or address negative patterns of behavior.

Teaching Curriculum

Talking circles are effective to promote learning. By asking students what they found most important, useful, challenging, thought-provoking, applicable, or confusing in a unit, the teacher can identify the learning needs and reinforce key content. Circles are also very effective to encourage sharing of student writing and peer feedback.

IEP Meetings

All too often, parents and students feel marginalized, inadequate and overwhelmed by the dynamics of IEP meetings. Using a talking circle for the meeting creates a very different dynamic that fosters inclusion, gives voice to all participants, respects what the family and student bring to the table, and creates a sense of team support for the student's learning and development.

Classroom Problem-Solving

Problem-solving circles are used when there are behavioral problems impacting a whole class. The circle explores who has been affected by the behavior, in what ways, and what needs to happen to make things better. Individual students are not singled out as wrongdoers, and the whole class is asked to be accountable for improving the situation.

Student Advisory & Social Emotional Learning (SEL)

Using circles in advisories or student support meetings can help students develop social and emotional literacy, receive and give support, build trusting relationships, and address personal and academic challenges from an asset-based perspective

Restorative Discipline

A voluntary process bringing the wrongdoer and those affected by the harm, possibly including family members, teachers, staff, administrators, other students, and school police. In a conference the person harmed is empowered to express how they have been affected, ask questions, and assert what they need to repair the harm done. The wrongdoer gains the opportunity to be accountable, express remorse, and to make things right. Restorative conferences provide schools the opportunity to address conflict and harm in ways that enhance positive youth development, as an alternative to suspension and expulsion.

Teacher-Student Dialogue

Restorative chats and dialogues are used by teachers or staff to address minor incidents that occur in classrooms, corridors and school grounds. Taking just a few minutes, the conversation can be held with just the wrongdoer(s) or with a wrongdoer and the student harmed.

The teacher asks the wrongdoer:

What they were thinking when they did this?

Who has been affected by what they did, and in what ways?

How can they fix things?

The student harmed is asked a parallel set of questions and then agreement is reached on how to make things right.

Bullying Interventions

Typically, bullying interventions focus on the bully, often leaving the person targeted with feelings of shame and isolation. Restorative conferences for bullying, using the process described above, promote healing and reintegration for the victim (as well as the bully). Like any restorative process addressing a serious harm, restorative bullying interventions require careful preparation and skilled facilitation to ensure that the victim will not be further victimized.

Community Meetings

Circles can be used in large meetings for stakeholder groups, especially when addressing issues that are emotionally charged for some members of the school community. Forming talking circles for a portion of a larger meeting discourages polarization and enables everyone to have a voice and to be heard by others. Circles encourage sharing on a deeper level, and promote understanding across differences of class, race/ethnicity, school role, and points of view.

Staff & Team Meetings

Adult members of the school community also benefit from circles, when used to promote peer support and address conflict in healthy ways. As teachers, administrators and staff begin the paradigm shift to restorative thinking, they enhance their own teamwork and serve as role models to students.

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Restorative Justice in Schools - Suffolk University

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Restorative Justice is a flexible set of practices that are adaptable to many purposes, enabling youth and adults to bring forward their "best self."

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The Helpline is a statewide, public resource for finding substance use harm reduction, treatment, recovery, and problem gambling services. Helpline services are free and confidential, and available 24/7. Anyone can call or visit the website.

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October is National Bullying Prevention Month. Information, resources, and curriculum tools can be found on this page.

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Learn how you can help prevent bullying: everyone has an important role to play.

Use this four-week activity kit throughout October in K-12 classrooms or other youth settings. The kit features theme weeks, classroom projects, and student engagement to promote kindness, acceptance, and inclusion to prevent bullying.

WEAR and SHARE ORANGE to come together in one giant message uniting our nation for kindness, acceptance and inclusion, and even the world, to visibly show that we believe no child should ever experience bullying.

Let everyone know that October is National Bullying Prevention Month and make bullying prevention a movement in every community. Share information through websites, social media posts, blog articles, school newspapers, parent letters, magazines, and online publications.

Check out important facts, such as the predecessor of National Bullying Prevention month had another name and was only a week long.

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October is National Bullying Prevention Month

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National Bullying Prevention Month is a nationwide campaign founded in 2006 by PACER's National Bullying Prevention Center. The campaign is held during the month of October and unites communities around the world to educate and raise awareness of bullying prevention.

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Trauma-Informed Safe and Supportive School Environments and Related Resources (BHGV Grant Appendix A)

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Trauma-Informed Safe and Supportive School Environments and Related Resources (BHGV Grant Appendix A)

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Trauma-informed school environments are responsive to the realities of trauma and the impact it has on student health, behavior, and learning. This resource offers additional information and links to resources to support schools in fostering these environments.

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Behavioral Health Providers, Paraprofessionals, and Policy Qualifications (SBHE Grant Appendix A)

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Behavioral Health Providers, Paraprofessionals, and Policy Qualifications (SBHE Grant Appendix A)

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This PDF provides a list of provider types that can be supported through SBHE funding. This list is not all-inclusive. Contact your contract manager if you have specific questions about funding behavioral health staff.

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Youth Participatory Action Research (YPAR)

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Youth Participatory Action Research (YPAR)

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This guidebook provides teachers and administrators with key considerations for planning, implementing and refining a yearlong YPAR course. The curriculum contains the scope and sequence, detailed lesson plans, instructional resources and sample documents for constructing a YPAR course.

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Youth Participatory Action Research (YPAR) Guidebook

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Contact information and additional information about the School-Based Medicaid Form can be found here.

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We are offering monthly trainings throughout the 2025-2026 school year to support community learning amongst our grantees. The topics and facilitators were chosen with SBHE/BHGV needs and goals in mind.

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Connecting SEL, School Climate and Student Voice

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Connecting SEL, School Climate and Student Voice

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Connecting SEL, School Climate and Student Voice

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iDECIDE (Drug Education Curriculum: Intervention, Diversion, and Empowerment), is a drug education curriculum developed to provide behavioral support and psychoeducation for middle and high school students. The program is designed to serve as a secondary prevention effort for youth at risk for escalation to problematic substance use and as an alternative to suspension, expulsion, and other exclusionary practices for school-based substance use infractions.

They also offer a free program for caregivers called iCARE.

They also offer free trainings to become a facilitator, drop-in hours, coaching/TA and more for ongoing support after the initial free training.

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iDECIDE (Drug Education Curriculum: Intervention, Diversion, and Empowerment), is a drug education curriculum developed to provide behavioral support and psychoeducation for middle and high school students. The program is designed to serve as a secondary prevention effort for youth at risk for escalation to problematic substance use and as an alternative to suspension, expulsion, and other exclusionary practices for school-based substance use infractions. iDECIDE provides schools and communities the resources to empower students to engage in healthy decision making. iDECIDE is not a cessation program, and is not meant to be used in lieu of treatment.

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Because of environmental factors including discrimination and barriers to health care, people who identify as LGBTQ+ experience unique health disparities. The Massachusetts Department of Public Health (DPH) and health care providers across the state are committed to reversing these trends and working together to improve the health and wellness of LGBTQ+ people in the Commonwealth.

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Principles for Promoting Racial Equity (BHGV Grant Appendix B)

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Principles for Promoting Racial Equity (BHGV Grant Appendix B)

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This resource lists the 7 Principles for Promoting Racial Equity as identified by DPH's Bureau of Community Health and Prevention (BCHAP) and Bureau of Family Health and Nutrition. The resource also lists additional learning opportunities and a glossary of terms.

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Appendix B - Principles for Promoting Racial Equity

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Model Policy: Addressing Student Substance Use Through Prevention, Education, and Service Referrals

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Model Policy: Addressing Student Substance Use Through Prevention, Education, and Service Referrals

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The purpose of this document is to support schools in aligning policy and practice specific to student substance use. This resource provides model policy language that can support school connection and foster equitable academic outcomes while also highlighting specific evidence-based strategies that schools may implement.

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Fostering Belonging: A Guide to Addressing Anti-Immigrant Bullying in Schools

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Fostering Belonging: A Guide to Addressing Anti-Immigrant Bullying in Schools

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Anti-immigrant bullying in schools is a serious issue that affects students’ well-being, academic performance, and sense of belonging. This comprehensive guide provides educators with essential resources and strategies to address this challenge effectively while creating supportive learning environments for all students.

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Anti-immigrant bullying in schools is a serious issue that affects students' well-being, academic performance, and sense of belonging. This comprehensive guide provides educators with essential resources and strategies to address this challenge effectively while creating supportive learning environments for all students.

What's Inside:

Research-based strategies for immediate intervention

Professional development frameworks

Practical classroom implementation tools

Community engagement approaches

Ready-to-use action plan templates

Why This Guide Matters

In today's diverse educational landscape, approximately 60% of school administrators report incidents of anti-immigrant bullying. Yet many educators feel unprepared to address these challenges effectively. This guide bridges that gap, offering concrete solutions while considering the complex nature of immigration, privacy, and student well-being.

Designed For:

Teachers

School Administrators

Counselors

Professional Development Leaders

Education Policy Makers

Developed by Experts

Created by Re-Imagining Migration, this guide draws from extensive research and real-world experience in supporting schools to navigate demographic change effectively. We believe schools can be greenhouses for inclusion and belonging, and this guide provides the tools to make this vision a reality.

For more information, contact us or join our newsletter for updates on inclusive education practices.

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Anti-immigrant bullying in schools is a serious issue that affects students' well-being, academic performance, and sense of belonging. This comprehensive guide provides educators with essential...

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We are offering monthly trainings throughout the 2025-2026 school year to support community learning amongst our grantees. The topics and facilitators were chosen with SBHE/BHGV needs and goals in mind.

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A complete youth mental health system relies on all tiers working together. Tier 2 interventions and Tier 3 treatment services are most effective when they are supported by the strong foundation created in Tier 1.

Soluna operates at that foundation. It provides scalable, prevention-focused,

population-level support that helps young people strengthen wellbeing, build connection, and develop resilience before

challenges arise.

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Social barriers have a disabling effect. Learn to eliminate those barriers by changing the way we understand disabilities.

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IEPs should be more strengths-based--here's how and why.

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Shifting to Strength-Based and Inclusive IEPeas

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Honor the diversity of brains among students who learn, think, and behave differently with this strengths-based tool.

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Reducing Barriers: Planning Education for All

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Reducing Barriers: Planning Education for All

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This 5-minute video illustrates the importance and benefits of a social model for student success. A focus on barrier reduction in schools decreases the need for individualized supports while increasing individual successes.

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Removing the Barriers: Planning for ALL!

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Book: Circle Forward - Building a Restorative School Community

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Book: Circle Forward - Building a Restorative School Community

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Circle Forward is a resource guide designed to help teachers, administrators, students and parents incorporate the practice of Circles into the everyday life of the school community.

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Culturally and Linguistically Appropriate Services (CLAS) Part 2

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Culturally and Linguistically Appropriate Services (CLAS) Part 2

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This is part 2 of a recorded training that we borrowed from the Healing Equity and Leadership (HEAL) Grant’s Core Principles training. It provides a good overview to creating culturally and linguistically appropriate services in youth-facing settings.

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done. Zoom is a publicly traded company headquartered in San Jose, CA.

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Reducing the Effectiveness of Bullying Behavior in Schools (PBIS)

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Reducing the Effectiveness of Bullying Behavior in Schools (PBIS)

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This document provides an overview of school-wide positive behavioral interventions and supports (PBIS) as a framework for improving the effectiveness, efficiency, and relevance of practices to prevent school violence and bullying behavior.

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Recommended Behavioral Health Screening Tools

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Recommended Behavioral Health Screening Tools

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This PDF provides age-appropriate screening tool recommendations for substance use, suicidality, depression, and anxiety. Links to the screening tools are also included.

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LGBTQ Behavioral Health Equity Resources

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LGBTQ Behavioral Health Equity Resources

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Through training, coaching, and technical assistance, the Center of Excellence on LGBTQ+ Behavioral Health Equity offers change strategies within mental health and substance use disorder treatment systems to address disparities affecting LGBTQ+ people across all stages of life.

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Resources The following resources were created by the Center of Excellence on LGBTQ+ Behavioral Health Equity. Be sure to check out our Document Database for more resources! https://youtu.be/-CrjaFBF5dYLearning About Sexual Orientation, Gender Identity & ExpressionThis video, available in English, Spanish, Portuguese, and French, reviews basic terminology that is important to know when working with people...

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Finding LGBTQ-Affirming Behavioral Health Providers 

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Finding LGBTQ-Affirming Behavioral Health Providers 

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This is a list of directories that can help you find LGBTQ-affirming behavioral health care:

Resources for the LGBTQ+ Community and Allies | NAMI Massachusetts

Directory - LGBTQ+ Healthcare Directory

Inclusive Therapists - A Safer, Simpler Way to Find Care

Explore Directory - National Queer and Trans Therapists of Color Network

24/7 Suicide Hotline for LGBTQ Youth - We’re here for you Now

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Resources for the LGBTQ+ Community and Allies

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We have curated this page to provide a wide range of resources, including support organizations, hotlines, therapy options, online communities, and educational materials, all designed to empower LGBTQ+ individuals on their mental health journey. Whether you are seeking guidance, connection, or information, we hope these resources serve as a valuable tool to help navigate the complexities of mental health and foster a sense of belonging and resilience within the LGBTQ+ community.

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Resource Guide for LBGTQ Youth and their Families

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Resource Guide for LBGTQ Youth and their Families

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This guide, created by Boston Children's Hospital, offers information on resources across the state.

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Sources of Strength provides training and curriculum for youth and adults, utilizing a strength-based and upstream approach to mental health promotion and prevention of adverse outcomes like suicide, violence, bullying, and substance misuse. The middle and high school curriculum is a tier 2 intervention with a tier 1 universal impact. It trains groups of Peer Leaders supported by Adult Advisors to run ongoing public health messaging campaigns to increase wellness and decrease risk in their schools. There is also a tier 1 elementary school version.

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While working in juvenile justice as the head of the Police Youth Bureau in North Dakota, Sources of Strength Founder Mark LoMurray and his team were involved in statewide intervention and crisis response with teenagers and their families. At the time, North Dakota had some of the highest teen suicide fatality rates in the nation and over a period of three years in his position, Mark attended many funerals of teenagers. Some of these deaths were results of drunk driving accidents, some were accidental overdoses, and many were suicides. Mark came away from this experience with a profound sense that more could be done to get ahead of these issues and move beyond reactionary and crisis-driven responses. In 1998, Mark left his job at the Police Youth Bureau to begin what would become Sources of Strength with the vision to move further upstream in prevention efforts.

Sources of Strength is presently partnering with thousands of elementary, middle, and high schools across the United States and Canada. Sources also works with dozens of universities large and small, LGBTQ+ centers and organizations, cultural community centers, faith-based groups, detention centers, the military, and much more. Today, there are active Sources teams in most U.S. states and Canadian Provinces, in rural, urban, suburban, tribal and Indigenous communities all across North America.

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Who We Are Mission & Vision At Sources of Strength, our vision is To Empower a Well World. We provide exceptional training and curriculum for youth and adults, utilizing a strength-based and upstream approach to mental health promotion and prevention of adverse outcomes like suicide, violence, bullying, and substance misuse.

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Check In Check Out - A Behavior Improvement Intervention

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Check In Check Out - A Behavior Improvement Intervention

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Check In Check Out (CICO) intervention is a structured approach focusing on consistent monitoring and positive recognition to encourage positive conduct. Within Tier 2, CICO is a group-style intervention designed to aid students with similar behavioral challenges in developing behavioral skills. Typically, a check in check out intervention plan involves a modest number of behavioral goals and a daily check in with a CICO coach. A key element of CICO is the establishment of clear expectations for behavior. Staff members responsible for overseeing Tier 2 interventions work with students to collaboratively set specific, measurable, and achievable goals.

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In a PBIS initiative, student behavior can vary widely for a number of reasons. The majority of students will remain in Tier 1, exhibiting behaviors appropriate for their age group and the schoolwide matrix. But for students who struggle with behavior beyond Tier 1 expectations, Tier 2 interventions can help them to build the skills they need for success. For many, check in check out intervention can provide the boost they need to move back into Tier 1.

The Basics of Check In Check Out Intervention

Approximately 10-15% of students struggle to meet the behavioral expectations outlined in the schoolwide matrix. The root causes of challenging behavior are as varied as the personalities of the students who are struggling. For some, behavioral challenges are the result of developmental lag or an underlying medical condition. Others may struggle with behavior because they lack positive relationships in their lives, either at home or at school with their peers and teachers. Confidence and self-esteem can play a role, as can curriculum challenges, attention seeking, or classroom environment. Check in check out intervention can help students to overcome many of the obstacles that prevent positive behavior.

Check in check out (CICO) is a structured approach focusing on consistent monitoring and positive recognition to encourage positive conduct. Within Tier 2, CICO is a group-style intervention designed to aid students with similar behavioral challenges in developing behavioral skills. Typically, a check in check out intervention plan involves a modest number of behavioral goals, usually between three and five. CICO involves a daily check in with a CICO coach in the morning and a check out in the afternoon, providing opportunities for feedback and reinforcement. Throughout the day, teachers and staff members who interact with each CICO student review that student's behavioral goals and score them on the progress they made that day. Daily or weekly reports are sent home to enable parents or caregivers to review their student's progress within the plan.

The Goal of Check In Check Out

A key element of CICO is the establishment of clear expectations for behavior. Staff members responsible for overseeing Tier 2 interventions work with students to collaboratively set specific, measurable, and achievable goals. This goal-setting helps the student to understand the desired behavior and provides a framework for assessment and reinforcement.

Although CICO is typically a small-group intervention, specific goals help each student to benefit from individualized support. The targeted goals and personalized feedback allow for tailored strategies to address specific behavioral issues. By understanding the unique needs and motivations of each student, the intervention becomes more effective in promoting positive change.

Check in check out intervention helps struggling students develop appropriate behaviors that align with established behavioral norms in the school. The goal of CICO is student progression from Tier 2 back into Tier 1 with the majority of their peers.

Keys to Success in Check In Check Out Intervention

For the subset of students who need a bit more support in developing positive behaviors, check in check out places increased focus on specific behaviors. But for CICO to be effective, there are five key elements that must accompany any CICO program:

Consistency

Daily check ins and check outs create a routine, giving the student a crucial sense of predictability in the school environment. The CICO coach consistently monitors and reinforces positive behavior while also addressing any challenges or setbacks. This regular feedback provides accountability for the student and enables them to understand the direct connection between behavior and consequences.

Communication

Behavior improvement requires collaboration involving the student, CICO coach, parents or caregivers, and any other involved adult. This approach should include discussion related to challenges, goals, progress made, and adjustments to the student's CICO plan.

Recognition

Reinforcement of desired behaviors can be more effective with a reward system. The acknowledgment of positive behavior, accompanied with rewards, solidifies the connection between actions and outcomes. Rewards can be tailored to suit the individual, ranging from verbal praise to tangible incentives, which can serve to further motivate the student.

Progress Monitoring

Regular data collection, such as tracking daily points or behavioral incidents, provides a quantitative measurement that can be used for improvement. Analysis of CICO data enables the school to adjust interventions as needed and can provide clear indicators of the student's progress toward Tier 1 goals.

School Environment

Interventions such as CICO cannot exist without a supportive school environment. Collaboration between teachers, administrators, and support staff is critical to a positive, supportive educational atmosphere for all students. A PBIS initiative establishes schoolwide standards for behavior and as part of PBIS, check in check out intervention helps to reinforce desired standards.

Including check in check out as part of a schoolwide PBIS initiative can help students who struggle with challenging behaviors to develop the skills they need to be successful. Adopting CICO best practices will help your school to get the most out of this Tier 2 intervention.

PBIS Rewards and Check In Check Out Intervention

Check in check out is a powerful tool for improving behavior within the school setting. Clear expectations, consistency, communication and collaboration, progress monitoring, and useful incentives are all key parts of a PBIS initiative. Students in a CICO program within a PBIS initiative experience the dual benefit of group-style interventions as well as individualized supports. For schools that use PBIS Rewards to digitally manage their PBIS initiative, check in check out intervention is easy to track and assess. PBIS Rewards' Check-In/Check-Out feature is completely digital, with features that enable schools to seamlessly manage Tier 2 interventions within their PBIS initiative. For more information or to speak with a PBIS Rewards expert, contact us!
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Improving Behavior with Check In Check Out Intervention

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Check in check out intervention is a structured approach focusing on consistent monitoring and positive recognition as a way to encourage positive conduct.

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Collaborative Problem Solving (Think:Kids at MGH)

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Collaborative Problem Solving (Think:Kids at MGH)

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The CPS approach focuses on building skills like flexibility, frustration tolerance and problem solving, rather than simply motivating kids to behave better. CPS works with schools to implement this evidence-based, trauma-informed practice.

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Collaborative Problem Solving in Schools

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Collaborative Problem Solving is an evidence-based approach that integrates with MTSS, PBIS, SEL, and Relational Discipline approaches.

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PATHS Program curriculum provides easy-to-implement social and emotional wellness curricula for every age. Their programs support students’ life skills and wellness while helping to cultivate a safer and positive learning environment where everyone thrives.

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PATHS Program LLC - Character Development Curriculum for PreK-Grade 12

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North American publisher of Character Development Curriculum for PreK to Grade 12.

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This document outlines the goals and the scope of services for the BHGV grant.

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These program and policy requirements exist to advance the goals of the BHGV grant and building a trauma-informed, safe, and supportive school environment.

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Program and Policy Requirements Summary BHGV

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988 is free, confidential, and available 24/7, 365 days a year via phone call, videophone, text, or chat.

Free 988 print materials for your school can be ordered here:

orders.gpo.gov/SAMHSA988/Pubs.aspx

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Please do not include personal or contact information. You will not get a response

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Please do not include personal or contact information. You will not get a response The feedback will only be used for improving the website. If you need assistance, please contact the Department of Public Health.

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Multi-Tiered Suicide Prevention (MTSP) for School

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Multi-Tiered Suicide Prevention (MTSP) for School

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Multi-Tiered Suicide Prevention for Schools is designed to assist educational leaders in improving upon strategic planning and structural changes toward suicide prevention within a multi-tiered system of support.

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Multi-Tiered Suicide Prevention for Schools | Solutions.edc.org

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“I cannot put into words how very pleased we were with the support from EDC in a moment of tragedy. They were so quick to respond to our call for help and had resources coming as quickly as possible. I have deeply enjoyed our conversations as they help bring the work back into the light when things have gotten challenging.”

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Community-Led Suicide Prevention helps communities come together to create and reach their suicide prevention goals. EDC provides step-by-step information, how-to tools, interactive training, and tailored coaching to support communities in achieving comprehensive suicide prevention.

Click this link for their report: Transforming Communities: Key Elements for the Implementation of Comprehensive Community-Based Suicide Prevention | National Action Alliance for Suicide Prevention (theactionalliance.org)

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If you are subcontracting, this form must be completed and submitted to your DPH contact once you have chosen a vendor.

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Subcontractor Listing contracted services NON direct care

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If you are subcontracting, this form must be completed and submitted to your DPH contact once you have chosen a vendor.

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Subcontractor Listing contracted services NON direct care

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The YRBS collects health behaviors data from students in grades 9-12. School participation helps schools and communities improve the health and wellbeing of youth.

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Youth Thrive & Healing Centered Engagement

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Youth Thrive & Healing Centered Engagement

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This PDF is for those who work with and support young people and are interested in exploring how to apply healing centered engagement and build the Protective and Promotive Factors with young people to help them heal and thrive.

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Find Behavioral Health Providers of Color

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Find Behavioral Health Providers of Color

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Here are directories that can help you find clinicians of color:

Haitian Mental Health Network

Therapists Of Color | Innopsych

Home - PureSpark

Explore Directory - National Queer and Trans Therapists of Color Network

Resources for the Black Community | NAMI Massachusetts

Resources for the Latinx and Hispanic Community | NAMI Massachusetts

Resources for People in the Asian American and Pacific Islander Community | NAMI Massachusetts

MA-Based-Mental-Health-Resources-for-Black-Community-1.pdf

Therapy For Black Girls

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Use this resource, developed by BUSPH SHIELD in collaboration with MDPH School Health Services and MASBIRT TTA, to help guide SBIRT implementation in Massachusetts schools and districts.

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DESE Bullying Prevention and Intervention

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DESE Bullying Prevention and Intervention

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DESE offers information for schools for creating bullying prevention or intervention plans. The guidance is in compliance with Chapter 86 of the Acts of 2014, an act mandating schools address and recognize bullying.

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There are no Bullying Prevention and Intervention Headlines at this time

These websites may include content that do not necessarily represent the official views of the Massachusetts Department of Elementary and Secondary Education (DESE), and listing them here does not imply endorsement of any kind. DESE assumes no responsibility for, or any obligation to monitor the content, privacy practices, operators, availability, accuracy, quality, advertising, products, services, or other materials of these sites.

Scroll down the page for more information, or select any of the following categories to be brought directly to that point on this page.

1. Model Bullying Prevention and Intervention Plan

2. General Department Updates and Information

3. Laws and Regulations

4. Evidence Based Programs, Curricula, and Practices

5. Parent Information

6. Resources from State Agencies

7. USDE Office of Special Education and Rehabilitative Services Bullying Prevention Resources

8. Definition of Bullying

9. Social Emotional Learning

10. For More Information:

1. Model Bullying Prevention and Intervention Plan:

The Model Bullying Prevention and Intervention Plan has been updated to reflect Chapter 86 of the Acts of 2014, which amended G.L. c. 71, §370, the anti-bullying statute, and was signed into law on April 24, 2014. G.L. c. 71, §370, as amended, requires school districts, charter schools, approved private day or residential schools, and collaborative schools to "recognize" in their bullying prevention and intervention plans that certain enumerated categories of students may be more vulnerable to being targets of bullying based on actual or perceived differentiating characteristics. Such districts and schools must also include in the plan the specific steps they will take to support these vulnerable students and provide all students the skills, knowledge, and strategies they need to prevent or respond to bullying or harassment. Under the new law, school districts, charter schools, approved private day or residential schools, and collaborative schools must notify parents and guardians of targets of bullying of the availability of the Department's problem resolution system and assist these parents and guardians in understanding the problem resolution process. Chapter 86 also addresses the data reporting and collection obligations of school districts, charter schools, approved private day or residential schools, and collaborative schools, requiring them to collect and report the following data to the Department: 1) the number of reported allegations of bullying or retaliation; 2) the number and nature of substantiated incidents of bullying and retaliation; 3) the number of students disciplined for engaging in bullying or retaliation, and 4) other information required by the Department. Additionally, Chapter 86 requires school districts, charter schools, approved private day or residential schools, and collaborative schools, to administer a Department-developed student survey at least once every four years to assess ."school climate and the prevalence, nature and severity of bullying in schools." The law also authorizes school districts, charter schools, approved private day or residential schools, and collaborative schools to adopt an anti-bullying seal to represent its commitment to bullying prevention and intervention. Also note that we have posted two versions of the model plan, one of which contains new language highlighted in yellow for easy reference

School districts and other covered entities must amend their Bullying Prevention and Intervention Plan to conform to the new requirements.

The following information and resources may be useful for schools/districts when creating and updating local Bullying Prevention and Intervention Plans.

While not required updated plans can voluntarily be submitted via the Security Portal's Bullying Prevention and Invention Plan DropBox* or via email to achievement@mass.gov .

*Entities required to submit Plans may submit information through the new DropBox designed for this purpose, local Directory Administrators must assign the superintendent or his/her designee the "Bullying Prevention and Invention Plan DropBox" role in the Security Portal's Directory Administration area. Once that is done, the superintendent or designee can sign into the portal and see that DropBox listed under DropBox Central. Schools without a Directory Administrator should contact the Department's data collection group at 781-338-3282.

2. General Department Updates and Information:

3. Laws and Regulations:

4. Evidence Based Programs, Curricula, and Practices

The law directs the Department to compile, post, and periodically update a list of bullying prevention and intervention resources, evidence-based curricula, best practices, and academic-based research. Please note that the list of programs and the links to other sites are provided as resources for schools and districts. School and district leaders have discretion to select evidence-based curricula and other resources that are not on the list. Local education officials should determine which bullying prevention curricula and strategies are most appropriate for each school and grade they oversee, taking into account students' developmental stages, community contexts, and other factors.

At no time should this list be considered exhaustive, as other evidence-based curricula, programs and practices may exist that are not posted here. In addition, evidence-based programs and practices that address school climate and culture, as well as students' social and emotional wellbeing, may not have been evaluated for bullying prevention effectiveness, but should be considered as part of a district's approach to creating safe and healthy learning environments.

Resources that have identified evidence based bullying prevention and intervention efforts include (but are not necessarily limited to) the following:

5. Parent Information:

Complaints regarding a school or district not responding appropriately to bullying allegations may be investigated through the Problem Resolution System Office. Emails can be sent to compliance@doe.mass.edu or individuals can call 781-338-3700.

6. Resources from State Agencies:

Massachusetts Department of Elementary and Secondary Education:

Massachusetts Office of the Attorney General:

Massachusetts Trial Court Law Libraries posts links to state laws and other resources on bullying and cyberbullying

7. USDE Office of Special Education and Rehabilitative Services Bullying Prevention Resources

A 2013 dear colleague letter and enclosure by the Office of Special Education and Rehabilitative Services (OSERS) clarifying that when bullying of a student with a disability results in the student not receiving meaningful educational benefit under IDEA, the school must remedy the problem, regardless of whether the bullying was based on the student's disability.

A 2010 dear colleague letter by OCR which elaborated on potential violations when bullying and harassment is based on race, color, national origin, sex, or disability.

A 2000 dear colleague letter by the OCR and OSERS, which explained that bullying based on disability may violate civil rights laws enforced by OCR as well as interfere with a student's receipt of special education under the Individuals with Disabilities Education Act (IDEA).

A fact sheet for parents on schools' obligations under federal law to address bullying. The fact sheet is also available in Spanish .

Visiting the federal Web site, StopBullying, which provides useful information on bullying prevention and remedies.

Seeking help from OCR. The office investigates complaints of disability discrimination at schools. To learn more about federal civil rights laws or how to file a complaint, contact OCR at 800-421-3481 or OCR@ed.gov . Fill out a complaint form.

8. Definition of Bullying:

"Bullying" for the purposes of requirements related to Chapter 92 of the Acts of 2010 legislation is defined as the following:

The repeated use by one or more students or a member of a school staff [aggressor(s)] of a written, verbal or electronic expression or a physical act or gesture or any combination thereof, directed at a target that: (i) causes physical or emotional harm to the target or damage to the target's property; (ii) places the target in reasonable fear of harm to him/herself or of damage to his/her property; (iii) creates a hostile environment at school for the target; (iv) infringes on the rights of the target at school; or (v) materially and substantially disrupts the education process or the orderly operation of a school. For the purposes of requirements related to this law, bullying shall include cyber-bullying. See section 5 of the legislation for more details on the definition of cyber-bullying and more.

9. Social and Emotional Learning (SEL)

Additional Resources:

The following websites include information and materials that may be useful for development and implementation of SEL at the school and district level. Please also see the Department's SEL in Massachusetts page for additional information and resources.

Center on the Social and Emotional Foundations for Early Learning. The Center is focused on promoting the social emotional development and school readiness of young children birth to age 5.

Collaborative for Academic, Social and Emotional Learning (CASEL): CASEL's mission is to make evidence-based SEL and integral part of education from preschool through high school.

Edutopia focuses on what works in education and is dedicated to improving the K-12 learning process.

National School Climate Center, National School Climate Standards . The National School Climate Center promotes positive and sustained school climate: a safe, supportive environment that nurtures social and emotional, ethical, and academic skills.

Rutgers Social-Emotional and Character Development (SECD)Lab. The SECD Lab guides schools-based efforts on prevention, social and emotional learning, social decision making and social problem solving, violence prevention, and character development.

Search Institute partners with organizations to conduct and apply research that promotes positive youth development and advances equity.

The Social-Emotional Learning Alliance for Massachusetts (SEL4MA) promotes and supports high-quality SEL in communities across Massachusetts.

University of Illinois at Chicago: Social Emotional Learning Research Group. The group's primary focus is school-based social and emotional learning, and its projects address SEL research and assessment, educator preparation, and policy development.

10. For More Information:

For more information or assistance, please contact:

The Office of Student and Family Support (SFS) via achievement@mass.gov or 781-338-3010.

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massachusetts department of elementary and secondary education

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Massachusetts Department of Elementary and Secondary Education

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Bullying Prevention and Intervention - Student and Family Support (SFS)

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The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and international PISA assessments.

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Guidance on Schools' Legal Obligations to Prevent and Address Hate Incidents

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Guidance on Schools' Legal Obligations to Prevent and Address Hate Incidents

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This Guidance, offered by the Attorney General, is designed to assist schools in their efforts to combat hate and foster a safe, supportive, and inclusive educational environment, consistent with their legal obligations.

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Guidance on Schools' Obligations to Prevent and Address Hate Incidents_September 2024 (1)

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Student-led bullying prevention initiatives support student buy-in. This resource offers a way to empower students to champion anti-bullying efforts in their schools.

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Visit this site to learn more about the Olweus Bullying Prevention Sites throughout the state. These organizations have gone through a multi-level bullying prevention program designed to reduce and prevent bullying in elementary, middle, and high school age youth.

To learn more about Olweus, visit Olweus Bullying Prevention Program, Clemson University

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Please do not include personal or contact information. You will not get a response

The feedback will only be used for improving the website. If you need assistance, please contact the Division of Violence and Injury Prevention.

# data[].attributes.attachment_link.description
Learn more about the Olweus Bullying Prevention Sites throughout the state. These organizations have gone through a multi-level bullying prevention program designed to reduce and prevent bullying in elementary, middle, and high school age youth. Bullying is preventable! Every young person deserves the right to feel safe in their community and their school.

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Recommended Behavioral Health Screening Tools

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Recommended Behavioral Health Screening Tools

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This PDF provides age-appropriate screening tool recommendations for substance use, suicidality, depression, and anxiety. Links to the screening tools are also included.

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PASS (Positive Alternatives for Student Support) Drug Education Program

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PASS (Positive Alternatives for Student Support) Drug Education Program

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The PASS program provides students who are suspended for drug and alcohol and other non-violent offenses a treatment focused program with embedded academic support. Choices is one of many agencies that offer this programming

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PASS is a program that encourages social, emotional and physical well-being. PASS accepts students from participating schools as an alternative to suspension or as a support to any student struggling with mental health and/or substance use challenges. The program is held during school hours, 9AM-2PM and students may attend up to 5 days.

PASS launched in Spring 2022 and since then, has enrolled over 250 high school and middle school students cape-wide for this off-campus, elective, short term intervention program.

PASS is a crucial entry point to helpful and supportive services. Many continue on to our APG program that addresses treatment and recovery - effectively closing the gap in services by providing access to a comprehensive continuum of professional care.

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Positive Alternatives for Student Support

# data[].attributes.attachment_link.description
PASS is a program that encourages social, emotional and physical well-being. PASS accepts students from participating schools as an alternative to suspension or as a support to any student struggling with mental health and/or substance use challenges. The program is held during school hours, 9AM-2PM and students may attend up to 5 days.

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Universal Behavioral Health Screening Modules

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Universal Behavioral Health Screening Modules

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These screening modules provide basic information about universal social, emotional, and behavioral screening as school or district teams prepare to:

implement screening

fine-tune and problem-solve around existing screening practices

engage in planning around linking screening data to intervention

Implementation of universal screening is best supported by ongoing coaching and technical assistance, including learning from other schools and districts who have engaged in universal screening.

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Universal Behavioral Health Screening : BIRCh Center : UMass Amherst

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These modules from the BIRCh Center provide basic information about implementing universal social, emotional, and behavioral screening in your school or district.

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Asynchronous & free. This two-part course focuses on treating trauma in youth. A certificate for completion and up to 20 free Counseling Continuing Education Credits are offered.

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This toolkit provides tools and resources for Massachusetts schools, community-based organizations, and providers who are working to address the use of e-cigarettes and other vaping products by youth.

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Culturally and Linguistically Appropriate Services (CLAS) Training and Self-Assessment

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Culturally and Linguistically Appropriate Services (CLAS) Training and Self-Assessment

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This link takes you the Making CLAS Happen training as well as a CLAS Self-Assessment.

The training will provide an overview of all 15 CLAS standards, reasons to integrate CLAS framework into your program design and delivery as well as their applications to eliminate health inequities.

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Making CLAS Happen: A Guide to Implementing Culturally and Linguistically Appropriate Services (CLAS

This training will provide an overview of all 15 CLAS standards, reasons to integrate CLAS framework into your program design and delivery as well as their applications to eliminate health inequities. After the training, participants will be able to:

Define common terminologies including health equity, health inequities, social determinant of health, structural and institutional racism

Understand the importance of integrating CLAS

Get an overview of the 15 federal CLAS standards

Learn 6 CLAS related areas of action

Gain relevant resources/tools to support adhering to CLAS standards

To access this training:

How to complete CLAS Self-Assessment for vendors

This training will provide step by step instructions on how to complete CLAS self-assessment for vendors so that both contract managers and vendors are on the same page in monitoring CLAS implementation to advance health and racial equity. After the training, participants will be able to:

Understand the expectation of monitoring CLAS implementation with vendors

Learn different sessions of the CLAS self-assessment for vendors

Learn how to come up with a CLAS workplan that can help their program achieve the performance measures

Gain knowledge of relevant resources/tools to support adhering to CLAS standards

To access this training

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The National Education Association (NEA) believes supporting students who suffer from childhood trauma requires whole school involvement and transformation. Visit this website for more information and resources.

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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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MA Center on Child Wellbeing and Trauma 

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MA Center on Child Wellbeing and Trauma 

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The Center on Child Wellbeing and Trauma is a resource for child-serving organizations in Massachusetts, delivering information, tools, and training to help organizations become more trauma-informed and responsive. Part of the Office of the Child Advocate, CCWT works collaboratively with state agencies and their funded community partners to become more trauma responsive through training, communities of practice, technical assistance, coaching, and other collaborations.

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Addressing the Many Needs of Children with Trauma – Child Trauma and Wellbeing

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Trauma can affect a child’s brain, body, and relationships. Paying attention to the different ways that trauma impacts children can help us think about various supports for them and their families.

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Adverse Childhood Experiences (ACEs) and Trauma: Implications for School 

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Adverse Childhood Experiences (ACEs) and Trauma: Implications for School 

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Trauma can undermine a child’s ability to learn, form relationships, and function appropriately in the classroom. The purpose of this document is to briefly introduce the research on Adverse Childhood Experiences (ACEs) and trauma and their relevance to schools.

Positive childhood experiences (PCEs) drive healthy development and mitigate the long-term effects of ACEs. See here for actions that you can take in schools. The Hope National Resource Center offers research-based trainings and resources.

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The National Child Traumatic Stress Network provides trauma-informed suggestions for educators.

For their full toolkit, visit: child_trauma_toolkit_educators.pdf (nctsn.org)