Remake of Listening Session #2 by Fuxman, Shai

Prevention!

2025-06-09 19:20:04 UTC

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

for biggest challenges question

2025-06-09 19:34:09 UTC

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

2025-06-09 19:35:49 UTC

Nurturing and family centered

2025-06-09 19:37:28 UTC

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

2025-06-09 19:39:30 UTC

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

Principles

2025-06-09 19:40:36 UTC

Balance MTSS w/ an Interconnected Systems Framework.

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

JimVetterSEL4MA — 2025-06-09 19:50:12 UTC

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

2025-06-09 19:53:36 UTC

School medicaid - claiming for BH services

2025-06-09 19:54:23 UTC

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

2025-06-09 19:57:24 UTC

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

2025-06-09 19:58:30 UTC

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

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

JimVetterSEL4MA — 2025-06-09 20:00:17 UTC

approaches

2025-06-09 20:06:02 UTC

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

2025-06-09 20:11:16 UTC

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

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

2025-06-10 10:43:48 UTC

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

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

Measuring Well-Being in a College Campus Setting – ACHA

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

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

screening data

melissapearrow1 — 2025-06-11 01:02:03 UTC

melissapearrow1 — 2025-06-11 01:03:11 UTC

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

melissapearrow1 — 2025-06-11 01:03:27 UTC

focuses on prevention as well as targeted supports