News & Perspectives

Build School Communities and Support Students’ Social, Emotional, and Mental Health

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美国救援计划小学和中学紧急救济(ARP ESSER)基金提供大量资金,以支持学校重新开学和解决学术问题, social, emotional, and mental health concerns that have arisen as a result of the COVID-19 pandemic. As students and staff return to in-person learning this fall, 美国教育部已经将社会情感学习(SEL)作为学生加速学习和减轻学习损失的基础.

这一行动呼吁要求学校领导制定一个解决社会问题的既定计划, emotional, and mental health well-being of students.

重要的是要深入审查地区和州对ESSER资金使用的反应. 这本快速指南是全国各州如何应对地标2的快照,以及学校管理者如何将这些承诺付诸行动. Download your own copy of the quick-guide here!

建立学校社区,支持学生的社会、情感和心理健康优先事项

  • Assess social, emotional, and mental health needs of students and staff.
    • Action Strategies:
      • 确定地区认可的现有工具及其在校舍内的可用性,以评估社会, emotional, and mental health needs of students.
          • Utilize the CASEL District Resource Center tool[1] to learn how other districts around the country have prioritized social emotional learning.
          • 考虑使用免费或低成本的筛选器来识别需要更广泛的评估和/或支持的学生, if necessary.

      • 利用在线数据库存储和综合社会情绪筛选和评估结果.
        • Explore the use of EDPlan Intervene to systematically identify and program for students requiring social, emotional, or mental health support.

  • 投资有效的策略来解决学生的社会、情感和心理健康需求.
    • Action Strategies:
      • 评估工作人员的能力,为学生提供更多获得学校辅导员和心理健康专业人员的机会.
        1. 与其他学校管理人员合作,重新评估学校顾问和心理健康专业人员的工作量,目标是优先考虑以学生为中心的干预机会.
        2. Develop a master schedule that eliminates administrative responsibilities (e.g., bus duty, covering the cafeteria, etc.) of school counselors and mental health professionals.
        3. Determine if family engagement responsibilities, typically within the scope of school counselors and mental health professionals, can be extended to Family Engagement or Title I Specialists.
        4. 为研究生项目中的学校辅导员和心理健康专业人员提供机会,在持牌专业人员的监督下提供服务(视地区法规而定).
      • Evaluate your school’s current social, emotional, and mental health practices.
        1. 与地区领导合作,审查现有资源和地区SEL实践框架. If resource gaps exist between framework guidance and implementation, consider the use of ARP ESSER funds to supplement those existing needs.
        2. Utilize the “Where to Start: CASEL School Guide”[1] to determine indicators for schoolwide SEL practices and to complete the “needs inventory.”

  • Ensure restorative, equitable, and inclusive approaches to school discipline.
    • Action Strategies:

      1. 与地区和国家的领导联系,以确定哪些新的学科实践将被实施, 以及随后为应对COVID-19大流行而实施的培训机会.
      2. Familiarize school-based leadership and behavior response teams to restorative practices.
      3. Determine, in partnership with district-level leadership, how to implement trauma-informed and restorative[1] discipline in your buildings.

  • 提供课外机会,建立学校社区,促进学生的学业和情感发展.
    • Action Strategies:

      1. 与地区领导讨论以确定哪些课外机会正由ARP ESSER基金资助.
      2. 确定是否有额外的资金支持学校教育工作者和工作人员在放学后亲自主持(如果合适的话)和虚拟俱乐部.
      3. 与家长教师协会或其他组织合作,向当地公司寻求捐赠,为学生提供课外机会.

 

对学生们来说,今年秋季重返全日制面对面学习可能是一段压力很大的经历. Moving forward, school-based leaders should continue to prioritize the social, emotional, and mental well-being of all students as the foundation for accelerating learning. 当学生的社交和情感需求得到满足时,他们将最容易学习. 学校领导可以利用这一工具制定计划,解决地标2在“返校路线图”中列出的优先事项.” Download the guide here.

How PCG Can Support Your District During this Unprecedented Time

COVID-19 has created significant challenges for school districts across the country. PCG is always looking for ways to support districts and students.

Special Education Research, Action Planning, and Facilitation. Subject matter experts and consultants can research best practices, inventory resources, guide action planning, 并促进数字学习教学连续性计划的制定,以帮助你们应对导致残疾学生教育中断的紧急情况.

Virtual Instruction Toolkit. 该工具包包含一个工具和资源库,帮助教育工作者建立基于最佳实践的在线和远程学习教学模式.

Virtual Staffing Solutions. PCG提供训练有素的专业人员,以增加人员需求,并通过使用您现有的数字学习解决方案或提供PCG的EDPlan™工具套件,支持您在紧急时期提供连续性的指导和服务.

Behavioral Threat Assessment. 葡京网站行为威胁评估(BTA)是一种经过验证的早期干预方法,可以帮助防止学校环境中的针对性暴力行为. Our platform manages all threats, such as behavioral threats, suicide risk, sexual threats, and fire-setting incidents. We manage your risks through EDPlan’s case management platform, used by 3,600 school districts across the United States.

Suicide Risk Assessment. 我们新发布的自杀风险评估路径允许校区实施一个标准化的程序来评估学生的自杀风险. Using this tool, staff are able to use the same language, which is understood by all, to discuss a student’s status, and make plans for appropriate care.

Professional Development. Our subject matter experts can provide much-needed guidance, training, and support to help you establish or enhance your school safety framework, in order to implement integrated, evidenced-based practices for behavioral threat assessments, suicide risk assessments, sexual threats, and fire-setting incidents.

About the Author

Mauria Uhlik, Ed.D., joined PCG in June 2021 as a Senior Advisor. 在任职PCG之前,她曾担任多种职务,包括DC公立学校早期阶段评估总监, Adjunct Professor at Towson and Johns Hopkins University, 也是马里兰州教育部特殊教育和早期干预部门的教育专家. In January 2015, Dr. Uhlik在德雷塞尔大学教育学院(Drexel University School of Education)获得特殊教育领导力集中学位,开始攻读教育领导力与管理博士学位. 她被选为10名博士生之一,参加城市特殊教育明日领袖项目(USELT), a 5-year OSEP funded Special Education Leadership Personnel Training Grant. She successfully defended her dissertation in May 2019. Most recently, Dr. Uhlik had the opportunity to serve as special educator throughout the COVID-19 pandemic