Center for MH in Schools & Student/Learning
Supports
What's New From the Center?
2022 – Over the previous years, our analyses of prevailing school improvement legislation, planning, and literature have
delineated fundamental deficiencies, especially with respect to enhancing equity of opportunity and closing the achievement gap.
As
schools recover from the pandemic, there are opportunities to move forward
in making essential changes.
With this in mind,
a major facet of our work in 2022 is to focus school improvement policy and planning on:
(1) moving school improvement from a two- to a three-component policy and practice framework (That is, expanding from a primary focus on instruction and management/government concerns to fully integrate a third primary component directly concerned with improving how schools address barriers to learning and teaching.)
(2) integrating a deep understanding of motivation – especially intrinsic motivation and personalized teaching
(3) reframing of remediation and special education emphasizing personalized special assistance that is applied in and out of classrooms and practiced in a sequential and hierarchical manner.
(4) transforming student and learning supports into a unified, comprehensive, and equitable system designed to address barriers to learning and teaching and re-engage disconnected students and families.
(5) reworking the leadership structure for whole school improvement
(6) enhancing school-community collaboration by establishing a collaborative operational infrastructure that enables weaving together resources to address shared concerns
(7) expanding the framework for school accountability
(8) providing guidance for substantive, scalable, and sustainable systemic changes
Want to help Transform Student and Learning Supports? See
Call to Action
Want assistance in Transforming Student and Learning Supports?
We provide free online technical assistance and coaching
on request.
See info
All New Center Resources (Reports, Briefs, Information Resources. Packets, Practice Notes) are Reported Each Month in the Center UPDATEs section of ENEWS and Entered into the
Resource Catalogue.
Quarterly e-Journal Addressing Barriers to Learning.
More Services are Good, but Comprehensive Help
Requires Transforming Student/Learning Supports
Also in this issue:
• Minimizing Referrals Out of the Classroom
• How Does Media Consumption Affect Racial Minority Children?
• Information About Recent Center Resources
3/22/23
> Some schools are being closed: Supporting students and families
in making transitions
>Teaching about social justice as an approach to commemorating
Cesar Chavez
>Enhancing Home Involvement in School and "Things Teachers Should
Never Do in a Parent Meeting"
>Links to a few other relevant shared resources
3/15/23
>Looking to improve the school's role in enhancing mental health?
>Can the impact of social determinants on child and adolescent mental
health be altered?
>Lessons Learned from Pioneering Efforts to Transform
Student/Learning Supports
>Links to a few other relevant shared resources
3/8/23
>Some indicators of youth risk behavior show encouraging trends
>About mental health in schools as a platform for transforming
student/learning supports
>Can mentoring expand support for adolescents who are depressed?
>Links to a few other relevant shared resources
2/22/23
>Students Thrive with Positive Experiences (and so do school staff)
>It’s not all about teacher-student relationships and good instruction:
Addressing problems requires a strong system of student/learning supports
>Links to a few other relevant shared resources
2/15/23
>What problems arise when additional MH professionals are brought into a school?
>Focusing on Mental Health in Schools from a Public Health Perspective
>Links to a few other relevant shared resources
2/8/23
>Countering the Impending Tidal Wave of Unnecessary Referrals for
Special Assistance and Special Education
>What’s being done to increase attendance at this critical time?
>Links to a few other relevant shared resources
1/25/23
>Do you know what students are thinking and feeling?
>Social capital and adolescent mental health
>Is personalized learning a function of technology?
>A high school student's concerns about technology in the classroom
>Links to a few other relevant shared resources
1/18/23
>What do schools need from student support staff?
>Retaining teachers requires more opportunities for collegial collaboration
>Links to a few other relevant shared resources
1/11/23
>Teaching about MLK: History + SEL
>About Developing Kindness and Compassion & Promoting MH
>Links to a few other relevant shared resources
12/14/22
>How are the kids? Is the "new normal" being mentally unwell?
>Learning loss: Fact or stigma?
>Using the holiday season for service learning? Earth could use some help
>Links to a few other relevant shared resources
12/7/22
>How should a community-based psychologist respond to a school's call for help
after a crisis?
>Student Transitions: An often neglected domain of student/learning supports
>Time for Straight Talk about Mental Health Services and MH in Schools
>Links to a few other relevant shared resources
11/23/22
>Teaching About Thanksgiving Can be Accurate, Respectful, and Still Fun
>How should mental health specialists work with schools?
>Facilitating student and family access to special assistance
>Links to a few other relevant shared resources
11/16/22
>Community-school collaboration:
An essential part of a student support system
>Evolving Community Schools and Transforming Student/Learning Supports
>Links to a few other relevant shared resources
11/9/22
>Crises --from awareness to prevention, mitigation, protection, response, and recovery
Plus (a) a bit of information on how schools supported students and families before and after Hurricane Ian and (b) a news article clip on What a Teachers' Union Leader Saw in Ukraine
>Links to a few other relevant shared resources
11/2/22
> How can schools enhance efforts to increase home connections and
engagement?
>Excerpt from: Reimagine Education-Related Parental Involvement
among Low-Socioeconomic Status Families
>Links to a few other relevant shared resources
10/19/22
>How are various sources of funding being braided to improve/transform
student/learning supports?
>How can student/learning supports play-out in classrooms?
>Are schools enhancing student creativity?
>Links to a few other relevant shared resources
10/12/22
>Is Cross-age Mentoring Effective?
>About Reducing Bullying
>Links to a few other relevant shared resources
10/5/22
>Can youth empowerment enhance violence prevention?
>About Student Voice and Participation
>How optimistic are teens about the future?
>Links to a few other relevant shared resources
9/21/22
>What’s being done about providing student/learning supports
after school and when school is not in session?
>Requests from colleagues about strengthening classrooms and
reducing referrals
>What’s your reaction to the following article?
The Enigma of “Real World” Mental Health Care
>Links to a few other relevant shared resources
9/14/22
>Community Schools and School-Community Collaboratives:
How are they improving student and learning supports?
>What role can youth play in promoting positive changes at school and in
the community?
>What are the first steps to take when students have problems?
>Links to a few other relevant shared resources
9/7/22
>Can resilience and protective factors reduce stress?
>What role can youth play in promoting positive changes at school and in
the community?
>What are other countries doing to enhance mental health in schools?
>Links to a few other relevant shared resources
8/24/22
>How are schools using federal funds to advance efforts to transform
student and learning supports?
>How can classroom's better meet student needs this fall?
>Finding places where marginalized young adults can find support and
increase resilience
>Links to a few other relevant shared resources
8/17/22
>Student anxiety, aggressive behavior, school climate, & other related concerns
>Links to a few other relevant shared resources
8/10/22
>What role do situational and relationship factors play in youngsters’
emotional problems?
>Does a "hardened campus" discourage parent engagement?
>Welcoming and student/family support starts at the front office
>Links to a few other relevant shared resources
8/3/22
>How should schools improve discipline practices?
>About student jobs: Good for students? Good for schools?
>What's Going on with children's cabinets?
>Accounting for the views of children and adolescents
>Links to a few other relevant shared resources
7/20/22
>Restoring teacher and principal well-being
> Special education students and nonpublic schools
>Comments on Center cautions about universal suicide screening
>Links to a few other relevant shared resources
7/13/22
>Behavioral issues, absenteeism at schools increase
>Youth Voice and Participation
>Links to a few other relevant shared resources
7/6/22
>Legislation is bringing more money for mental health to schools:
But the funding is not sustainable
>What we're hearing from districts working on improving student support
>Links to a few other relevant shared resources
6/22/22
>About input as we plan a national online summit focused on unifying
student/learning supports with mental health concerns fully embedded
>What can school boards do to improve student/learning supports?
>About Limiting the Focus at Schools to the “Youth Mental Health Crisis”
>Students Persevere; Teachers’ Ask for Support
>Links to a few other relevant shared resources
6/15/22
>About Guiding Discussions to Improve Student/Learning Supports
>Will the Class of 2022 need supports to succeed as they move forward?
Should guns be a topic for classroom discussion -- and ACTION?
>Links to a few other relevant shared resources
6/8/22
>After Texas School Shooting: What are you doing to prevent the next one?
>As violence spikes, Chicago Schools are taking the need to provide
activities for students ‘very seriously’
>Links to a few other relevant shared resources
