Schools: A System Framework to consider how, during COVID-19, schools can adapt their practices by using a trauma-informed approach to help children feel safe, supported, and ready to learn. The framework presents 10 core aspects of a trauma-informed school system, and explains how each can be adapted to the inherent uncertainties of the COVID-19 pandemic to assure parents and caregivers that the school community is strengthening their child's well-being, thereby allowing families to reinforce the importance of learning.
The Two Pandemics Call for Commitment to Embedding Mental Health Concerns in All Forms of Schooling: Presents “A Brief Analysis & Call to Action” through which the co-directors of the Center for Mental Health in Schools [UCLA] argue that “leaders concerned with advancing mental health in school need to focus on much more than just increasing clinical services.” They emphasize promoting youth development, wellness, social and emotional learning, and fostering the emergence of a caring, supportive, and nurturing climate throughout a school. Their paper challenges prevailing conceptions of a multi-tiered system of support (MTSS).
Lessons from the Field: How Schools & Districts Are Meeting the Social-Emotional and Mental Health Needs of Students & Staff: Provides a recording, transcript, slides, speaker biographies, and links to a curated set of related resources for ED’s May 12, 2021 national webinar featuring lessons learned and best practices from innovative partnerships of community organizations and school systems that are effectively engaging students in social and emotional learning activities. Leaders from ED, the Centers for Disease Control [CDC] and SAMHSA described current approaches by federal agencies that support strategies like those shared by the local presenters.
Social and Emotional Climate and Learning: Serves as a learning hub to support social and emotional learning (SEL)for students – one of the primary components of the CDC’s Whole School, Whole Community, Whole Child (WSCC) framework for school health. In light of the COVID-19 pandemic, schools are increasing their focus on mental health and well-being. Many schools are working to create a positive social and emotional climate for all students. This webpage links to information and resources addressing numerous aspects of SEL, including how families can support social and emotional learning (new tip sheet and new toolkit).
SEL at Home: Remote Learning Options: Compiles a list of resources, lesson plans, activities, games, and tip sheets to support infusion of social emotional learning principles, concepts and practices to help families and educators promote well-being for children and youth outside the classroom setting. The Great Lakes Mental Health Technology Transfer Center [MHTTC] network lists and described ten evidence-supported programs that are (currently) available for free.
Social and Emotional Learning (SEL) in Digital Life Resource Center: Offers educators a collection of CASEL-aligned quick activities, family conversation starters, and accompanying professional development resources from Common Sense Education to help teachers promote social and emotional learning as their students navigate the digital world.
The Three Highest Priority Investments to Make in SEL with American Rescue Plan Dollars: Describes three areas where investments of American Rescue Plan Act [ARPA] K-12 funds can effectively bolster systemic implementation of social emotional learning [SEL]. CASEL published this policy brief in May 2021.
Service-Learning Stories from the Field: Shares updates about provision of service-learning opportunities for students in the context of (October 2020) COVID-19 public health restrictions. This blog post from the National Youth Leadership Council [NYLC] summarizes input from more than 60 educators in K12, higher education, and community-based settings. Most respondents report they have been moving forward with provision and support for service-learning opportunities for students, adapting to COVID-19 restrictions as 