• Social Emotional Learning Initiatives

    “When social, emotional, and academic development are deliberately and thoughtfully interconnected, students benefit from learning experiences that enrich their understanding of academic content and strengthen their critical thinking skills.  Such experiences enable students to be more effective contributors in their classrooms today and in their workplaces and communities tomorrow.”

    The Practice Base For How We Learn
    Supporting Students’ Social, Emotional, and Academic Development
    The Aspen Institute
    March 12, 2018

    Watch a video about Social Emotional Learning: What is SEL and why it matters.


    Restorative Practices

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    Restorative practices are processes that proactively build healthy relationships and a sense of community to prevent and address conflict and wrongdoing. Restorative practices can improve relationships between students, between students and educators, and even between educators, whose behavior often serves as a role model for students. Restorative practices also represent a mindset that can help guide adult and youth behavior and relationship management in schools, not another program (Schott Foundation, 2014).


    Trauma Informed Practices

    Learn about the Department of Elementary and Secondary Education's Trauma-Informed Schools Initiative.

    According to the National Child Traumatic Stress Network, one out of every four children attending school has been exposed to a traumatic event that can affect learning and/or behavior. Traumatic stress can result from various events, including loss of a loved one, bullying, witnessing community violence as well as the day to day exposure of events such as divorce, homelessness or living in chronically unstable environments (The Treatment and Services Adaptation Center).  

    According to SAMHSA’s concept of a trauma-informed approach, “A program, organization, or system that is trauma-informed:

    1. Realizes the widespread impact of trauma and understands potential paths for recovery;
    2. Recognizes the signs and symptoms of trauma in clients, families, staff, and others involved with the system;
    3. Responds by fully integrating knowledge about trauma into policies, procedures, and practices; and
    4. Seeks to actively resist re-traumatization.”