Creating Safe School Environments: Preventing School Violence · 2019-10-28 · Creating Safe...
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Creating Safe School Environments: Preventing School Violence School Teams: Strategic Planning for Integrating Promotion, Prevention & Intervention into School Policies and Practices Kevin P. Dwyer, MA, NCSP [email protected]
Transcript of Creating Safe School Environments: Preventing School Violence · 2019-10-28 · Creating Safe...
CreatingSafeSchoolEnvironments:PreventingSchoolViolence
SchoolTeams:StrategicPlanningforIntegratingPromotion,Prevention&InterventionintoSchoolPoliciesandPractices
KevinP.Dwyer,MA,[email protected]
Alaska
Objectives• 1.Understandthesciencebehindthepreventionandinterventionparadigm
relatedtosafeschoolclimateandacademicandsocial-emotionalachievement• 2.Understandthecriticalneedforschool-basedleadershipteamstomanageasafe
andsocial-emotionallyhealthyschoolclimate• 3.Understand thestepstobuildingeffectiveschoolandsystemclimateteams• 4.Learnthewaystoaddressthe“how-to”forgainingbuy-in,andselecting
implementablealignedbestpracticesforpromotion,prevention,earlyandintensiveinterventions
• 5.Learnfromactualfield-testedexamplesofhowschoolleadership teamshavebeenformed,operationalized,supportedandsustained;movingfromanidea,todesignofteams,tomanagementandneedsassessmentoveramulti-yearperiodforapplicationinyourschools
• 6.Discussandprovideexamplesofongoingactivities tosupportgoalsandobjectivesresultinginmeasurableoutcomesusingtheLogicModel
• 7.Understandhowtoimplementstepsforsustainability.
SCHOOL SECURITY
*Police
* ViolencePrevention
*Drug & AlcoholPrevention Program
Drug Counseling
SCHOOL NURSE
*STD/Pregnancy Prevention
Physical/Health Education
ProbationofficersJuvenile Services
HIGH SCHOOL
Teachers and Staff
AVOIDING THE DYSFUNCTIONAL SCHOOL
“RICH IN SERVICES”
SOCIAL SERVICES
*SSI *Medicaid
*Teen Mother *Pregnancy Counseling Prevention
*Child Abuse/Neglect Prevention
HEALTH SERVICES
*Physical and MentalHealth Services
SCHOOL COUNSELORS
*College *Class Schedule
*Mentors
STUDENT SERVICESSCHOOL PSYCHOLOGISTSCHOOL SOCIAL WORKER
*Special Education
• INTERNAL SCHOOL TEAM COORDINATION• TEACHER TRAINING/CONSULTATION• POSTIVE BEHAVIORAL SUPPORTS• SOCIAL SKILL INSTRUCTION• INSTRUCTIONAL LEARNING SUPPORT• INTEGRATED SERVICE PLANNING & PROBLEM
SOLVING• FAMILY CENTERED SYSTEM• SUPPORT FOR PARENT SKILL & INVOLVEMENT• COLLABORATION
Administration
Alternative Schools
WHAT’S MISSING?
AdaptedfromslidebyofNationalResourceCenterforSafeSchoolsBaseduponDwyer,1992
GuidingPrinciples• Complexproblemscanbescientificallyidentifiedand
remediedusingbestpractices.
• Thechangeprocessrequiressustainedsystemandschool-basedleadership&ownership.
• Changerequiresstrategicplansandactionsteps,andtakesmultipleyears.
• Systemsofongoingqualityimprovementwithafocusonneededmodificationsand adherencetofidelityandresults-basedoutcomesneedtobeinplace.
• Examplesofexistinginitiativesyouaredoingandhowyouknowtheyareworking?
MatrixofSuccessfulPrograms
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SystemsStrategicPlan• Improvecapacitytoplananddeploy• Improvepolicies,proceduresandpractices• Improveschoolclimate• Providesocialemotionallearning&reinforcement *• Providepositivebehavioralpoliciesandpractices*• Developearlywarning&responsesystem• Enhanceschool-agencycollaboration• Enhancefamilyengagement• Providefocusedprofessionaldevelopment• Focusfunding&humanresources• Developqualitystandards&ongoingimprovementmeasures
ResponsibilityforFidelitytoGuidingPrinciple
SchoolSystemLeadershipTeamDirectsPrinciples&StrategicPlans
School-basedLeadershipTeamManagestheimplementationoftheinitiatives,&actions – theclimate
policiesandpracticesaspartofschool’splan
• Lackofsupportfromsystemleadership• Lackofsystemicapproaches• Lackofmonitoringandaccountability• Weakprofessionaldevelopment• Fragmentation&lackofeffectivecommunicationbetweenandamong
agencies,services,police,familiesandschools• Cultural,structural,andhistoricaldisconnectsbetweenagenciesandschools
andfamilies• Weakimplementationofinnovativeefforts• Failuretosystematizechangeinmostprojects– pilotprogramsnotgoingto
scale• Inconsistencyofservicesacrossschools• Interventionsnorrobustenoughtoaddressmultipleriskfactors
• Otherreasonswhyeffortsfail?
WhyEffortsFail
TheParableoftheFishandFishBowl
IstheProblem:• TheFish,• TheWater,or• Both?
Adaptedfrom:BethDoll,UniversityofNebraska
ThinkEcologically:WhataretheTheImplicationsofthisforAllPlayers?
• Students• Teachers• Staff• Principles• Superintendents• SEA• Families• Agencies&CBOs
Adaptedfrom:BethDoll,UniversityofNebraska
Family & Community
School
IdentifyProtectiveandRiskFactorsat
allLevels
Wheretointervene?
Classroom
Individual student Factors
School,FamilyandSocialRisk&Protection
• Highlevelsofprotectiondonoteliminateimpactofhighlevelsofrisk
• Riskandprotectivefactorsoftenaccumulateandalsointeract
• Riskandprotectivefactorshaveimmediateaswellaslonger-termoutcomes
StudentLevelRiskFactors
• Chronicillness• Disability• Poorsocialskills• Lowfrustrationtolerance• Lackofempathy• Alienation• Attentionanddisruptive
behaviorproblems• Impulsivity• Unmetmentalhealthneeds• Traumaticstress• Otherstudentriskfactors?
ProtectiveFactors• Cooperative• Effectivesocialskills• Eventemperament• Empathic• Effectivelisteningskills• Eagertolearn• Caring• Tolerant• Respectful• Alert&attentive• Dealseffectivelywithconflict• Dealseffectivelywithfrustration• Otherprotectivefactors?
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SchoolandCommunityLevelRiskFactors
School• Highratesoflowacademic
achievementandacademicfailure
• Bullying• Peerrejection• Poorstudent-teacher
relationships• Poorbehaviormanagement• Gangs• Poorcurriculumandinstruction• Poorfamilyinclusion• Poorculturalawareness&
inclusion
Community• Generationalpoverty• Highunemploymentrate• Scarcityofaffordable
housing• Lackofmental,medicaland
legalservices• Fooddeserts• Discrimination• Neighborhoodviolenceand
crimePairofACEs
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StressMatters
AnxietyandToxicStress
• Compromisedworkingmemory
• Lessattention• Limitstocreativity
• TheImplicationsoftheworkofKimberlySchonert–Reichlandcolleagues– “Stresscontagionintheclassroom?Thelink
betweenclassroomteacherburnoutandmorningcortisolinelementaryschoolstudents”(Oberle &Schonert-Reichel,2016)
• TheImplicationsoftheworkofMarkGreenbergandTrishJennings– Reducedteacherstress->changedteacher
behaviors->changedstudentoutcomes.(Jennings,Minnici,&Yoder,2018)
• “Thebestapproachtosafetyistofixschoolsandsupportchildrenandstaff.”(Osher,Sandler&Kelley,&2001)
TheSolutionisNotAbout“Fixing”Teachersor
Students
Connection,Caring&Trust
SocialEmotionalLearning&Support
PositiveBehavioralApproaches&Supports
HighAcademicStandards&LearningSupports
ConditionsforLearning
CharacteristicsofStrongSchoolClimate/LeadershipTeams
• Inclusiveyetefficient• Task-driven– Actionplanners&implementers• Connectedtoyourinterventionteam(studentsupportteam)
• Whyuseyourexistingleadershipteam?– Parallelteamisnotasefficient– Parallelteamscanreducevalue– Parallelteamseparatesclimatefromacademicmissionofschool
– Stressonschool’shumanresources&time
SchoolClimateTeamMembership(cont.)
• SelectionCriteria– Political– powerbrokers– Administrative– incharge&instructionalleader– Sociallyinclusive– Cultural/ethnicleaders– Functional– Specializedknowledge– schoolpsychologist?
• Howchosen?– Volunteersrequested– Chosenbypeers- elected– Selectedbyadministrator– Selectedbycommunityagency
• OtherIdeasforWhoandHowchosen?
SchoolClimateLeadershipTeam
StudentSupport&InterventionTeam
- Principal- Teacherrep- Schoolpsychologist
DevelopaSchoolLeadershipTeamtoImplementSocial/EmotionalClimate
Coreteammembersbuildthebridgeacrossuniversal
&individualinterventionsTeams.
Linkingclimate/leadershipteamtostudentsupportteam
SystemicStrategicPlan(cont.)• Implementstrategiesdevelopmentallyover5years• Employ3-tieredapproachtoprevention/intervention• Positivebehavioralapproaches,socialemotional
learningandstudentconnectedness• Buildstructurestosupportchange
– DistrictLevel• Provideappropriateprofessionaldevelopmentandcoachingsupport
• Improveandmonitorskill-setandknowledgeofALL(Paraprofessionals,SROs,Agency&family)
• Targetresourcesthatgotoschools• Utilizestakeholderworkgroupstoselectbestpracticesforallschools
• Monitor,respondtoandsupporttheuseofConditionsforLearningdata
• Identifyasetofprogramsandstrategiesthatthedistrictwilluse
EvaluationMethodology• AnalyzeAvailableData
– Reports– Evaluations– ArchivalData– Wholooksatofficereferrals?Attendance?
• Keyinformantinterviews• StakeholderOutreach• Casestudies
– StratifiedRandomSelectionofSchools– StratifiedRandomSelectionofClassestoObserveand
Teachers,Students,Staff,andFamiliestoInterview– ExpertInformants(schoolpsychologist?)– Observations– ExaminationandContextualizationofSchoolArchivalData
• Outcomes;• Informationon
differentialeffects;• Cost;• Staffingimplications;• Flexibility;• Compatibility;• Implicationsfor
instructionaltimeand;• Externalsupportneeded
&available.
Intervention Evaluation Criteria
EvaluationMethodology(cont.)• ValidationActivities
– StatisticalAnalyses– FocusGroups– students,staff,parents,partners
• EpidemiologicalSurvey:– ConditionsforLearningSurvey– YouthRiskBehaviorSurveillanceSystem
WorkatAllThreeLevels
Page§ 29
ProvideIndividualizedIntensive
Supports
InterveneEarly&ProvideFocusedYouthDevelopment
Activities
BuildaSchool-wideFoundation
Providecoordinated,intensive,sustained,culturallycompetent,individualized,child- andfamily- drivenandfocusedservicesandsupportsthataddressneedswhilebuildingassets.
Implementstrategiesandprovidesupportsthataddressriskfactorsandbuildprotectivefactorsforstudentsatriskforsevereacademicorbehavioraldifficulties.
Universalprevention&youthsocialskilldevelopmentapproaches,caringschoolclimate,positive&proactiveapproachtodiscipline,personalizedinstruction,culturalcompetence,&strongfamilyinvolvement.
ACEs&PairofACEs– TraumainformedplansandthePrevention/InterventionModel
TraumaInformedACEs• NumberofAdverseChildhoodExperiences(ACEScore)• Women Percent(N=32,539) MenPercent(N=21,245) Total• Percent(N=53,784)• 0 40.0% 41.4% 40.7%• 1 22.4% 24.9% 23.6%• 2 13.4% 13.2% 13.3%• 3 8.0% 8.1% 8.1%• 4ormore16.2% 12.4% 14.3%• Note:Reportsandarticlesthatusedatafromotheryearsand/orother
statesmaycontaindifferentestimates.• Source:CentersforDiseaseControlandPrevention.BehavioralRiskFactor
SurveillanceSystemSurveyACEModuleData,2010.Atlanta,Georgia:U.S.DepartmentofHealthandHumanServices,CentersforDiseaseControlandPrevention;2015.Availablefromhttps://www.cdc.gov/violenceprevention/acestudy.
EvidenceforPopulation-BasedPerspectivesonChildren'sBehavioralAdjustmentandNeedsforServiceDeliveryinSchoolsJeanA.BakerMichiganStateUniversity,RandyW.Kamphaus,ArthurM.Home,andAnneP.WinsorTheUniversityofGeorg}aAbstract.Americanschoolchildrenshowtremendousacademicaswellasintra- andinterpersonalbehavioraldifferencesintheclassroom.Currentservicedeliverymodelswithinschoolsmaybe insufficienttomeetthedemandanddiversityofstudents'needs,especiallyinschoolsservingstudentsplacedatriskbyadverselifecircumstances,suchaspoverty.SchoolPsychologyReview,2006,Volume35,No.1,pp.31-46
ImpactofClimateonMathAchievement:NationalSurveys
• NAEP(NationalAssessmentofEducationalProgress)
– Atallthreegradelevelsstudentsinschoolsreportinganabove-averageclimatehadhighermeanNAEPmathematicsscalescoresthanstudentsinschoolsreportingaverageorbelow-averageschoolclimateonthesamemeasure.
• NELS(TheNationalEducationLongitudinalStudyof1988)– Adolescentperceptionsofconnectionswithteacherspredictedacademicgrowthinmathematics.
Page§ 32Citations§ 4,5
AmericanInstitutesforResearch
–KimberlyKendziora,DavidOsher,LawrenceB.Friedman,LisaHoogstra,AndrewSwanlund,PaulBailey,ClareHalloran,MarkGaribaldi,ManolyaTanyu,AndreaBoyle,MichelleOlivia,andMatthewBurke
• ResultsFromanEvaluationofaDemonstrationProgramtoBuildSystemicSocialandEmotionalLearninginEightLargeUrbanSchoolDistricts( 2015)
• MostsuperintendentsaffirmedacommitmenttosustainingandgrowingSELandsaiditwasimportanttotheirgoals.
• SELhasbeenembeddedasapillarinstrategicplans.• SELisincreasinglyalignedwithotherdistrictwideinitiatives.• DistrictleadersreportedthatthefocusonSELwascontributingbothto
teacherqualityandstudents’abilitytodemonstratetheacademicbehaviors(suchasattention-span).
• DistrictleadersreportedthatSELwascontributingtoreductionsinexclusionarydisciplineinsomedistricts.
SelectedQualitativeFindings
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–KimberlyKendziora,DavidOsher,LawrenceB.Friedman,LisaHoogstra,AndrewSwanlund,PaulBailey,ClareHalloran,MarkGaribaldi,ManolyaTanyu,AndreaBoyle,MichelleOlivia,andMatthewBurke
ResultsFromanEvaluationofaDemonstrationProgramtoBuildSystemicSocialandEmotionalLearninginEightLargeUrban
SchoolDistricts
April2015 Copyright©2015AmericanInstitutesforResearch.Allrightsreserved.
• Controllingforstudentdemographics,in2013–14:– Anchorage:Higherimplementation↔ fewerdisciplinaryreferrals.
– Cleveland:Higherimplementation↔higherreadingandmathematicsscores,higherGPAs,andfewersuspensions.
– Chicago:Nosignificantassociationswerefound.
– Nashville:Higherimplementation↔higherGPAsandmathematicsscores(butnotreadingscores),higherattendance,andfewersuspensions.However,Algebra1scoresweresignificantlylowerinhigher-implementingschools.
SchoolSELImplementationActivitiesandStudentRecordData
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ProblemDefined
• Objectifytheprobleminmeasurableobservableterms
• Clarifyhowproblemisbarriertoschool’svision– ConditionsforLearning
• Identifytherootcauses• Verifyrootcauseswithdata• Considereffectivenessofpresentinterventions(includingpoliciesandpractices)
Actions
• Clearlyconnectedtoproblem’scauses• Utilizeproven“best”practicesthathavebeenshowntoaddressproblem&causes
• Establishstepsrequiredtoenableaction–mayinvolvemultiple“actions”priortofinalaction.
• Includeallstakeholdersinselectingactionsincludingleadershipforneededresources
• Definewhowilldowhat,whenandhow!
Createclassroomcommunitiesofferingall
childrenastrongsenseofsafetyandbelonging
• SeeEdutopia,“HowLearningHappens”
• https://www.edutopia.org/how-learning-happens
ResearchTraining
ImplementationEvaluationRevisionsFidelityScaling
Communication
Best PracticeImplementation
Training
Practiceimplemented
MeasuredResults
OngoingMonitoring&Evaluation
MeasuredresultsCommunicatesuccess
OngoingMonitoring&Evaluation
ModificationsIdentified
ModifiedTraining
PracticeSustained
KPD 2017Revised
LogicModelPROBLEMDEFINED
ACTION OUTPUTS OUTCOMES
StudentbehavioralreferralsareincreasinginallgradesAchievementscoresremainlow
Adopt:- resilientclassroompractices- classmeetings- de-escalationtechniques- planningcenters
#ofteachertrainings-- observationsusingkey-wordscale,- documentationofclassmeetings-Implementationofplanningcenterpracticesasdefined
ReducenumberofreferralsIncreasedstudentattention&instructiontimeIncreasedpositivemeasuresonCFLsurveybystudentsandteachers
VisionImprovedacademicachievement
Determineoutputs• Measureproblems/activitiesthatrequireactionplans• Selectionofbestpractices– includeimplementers• Selectionofcriteriaforeachimplementation• Fidelitymeasuresforoutputs:
– #oftrainingsforclassmeetings&trainingevaluatedbasedoncriteria
– #classmeetingsheld;#observed;#evaluatedforfidelity&results&remedies
Ideas??
Determineoutcomes
• Defineoutcomemeasuresusingproblemdataanddesiredbenchmarks,goals
• Wheneverpossibleuseexistingdatasets• Outcomesmustbeobjective– observable• Ideas??
AddresstheConditionsforLearning inYourActionPlan
Connection,Caring&Trust
SocialEmotionalLearning&Support
PositiveBehavioralApproaches&Supports
HighAcademicStandards&LearningSupports
ConditionsforLearning
ConnectionCaring&Trust• Trainandresourceclassroom/schoolresiliency• Studentfocusgroups– initialsteps• Classmeetings– canconnecttoSEL• Advisoriesforall&addressacademicguidanceandpersonalbehavioralissues
• Extracurricularactivities– trainingsponsors• NamebadgeswithlargeprintFIRSTnamesforall• Familyliaisonstaff• Trainingallstaffincludingsafety/securitytoberespectful
TeachSocialSkills
!FINDINGS!FROM!A!NATIONAL!SURVEY!!
SOCIAL!AND!EMOTIONAL!LEARNING!!�������������� ������������� ��!
Support'for'this'study'provided'by:''The!Atlantic!Philanthropies,!!The!California!Endowment,!The!NoVo!Foundation,!and!The!Raikes!Foundation!
CASEL’sTeaching5SELCompetencies
• Selfawareness• Socialawareness• Selfmanagement• Relationshipskills• Responsibledecisionmaking
SocialEmotionalLearning• Teachingsocialskillshasbeenshowntoincreaseachievement,
attention&reducebehaviorproblems• StartwithuniversalSELintheprimarygrades– getquickestbuy-in• Usesocialskillsinallschoolenvironments– cafeteria,halls,recess• TrainteacherstoteachSEL(2daystraining)andstafftoreinforce(3-6
hours)&giveprincipal’sinstructionalleadershiproletoensureinstructionhappensasrequiredbySELprogram
• Provideparenteducationandtipsforhome• Includeinlanguagearts,creativewriting,andotheracademic
subjects.
SeeCASEL.org
PositiveBehavior• Rewritedisciplinecodeusingpositives• Providestudentsandfamiliesinformationtogethelpforbehavioral
issuesanddisseminateaspartofcodedocument• Establishplanningcenterstoreplacein-schoolsuspensionsothat
studentscanbehelpedtofindnewwaystoaddresstheiracademicfrustrationandbehaviors
• ProvidePDforstafftode-escalateproblemsandidentifyearlywarningsignsofacademicandbehavioralissues
• Trainsecuritystafftoreinforcepositivebehaviors• Establishwellmanagedpeermediationprograms• Utilizestudentsupportteamtoaddressdevelopingandchallenging
studentbehavioralissues• Establishrestorativejusticeresponsetoproblembehaviors• UnderstandandwhenpossibleaddressACEs
HighAcademicStandards&LearningSupports
• Designandsupporteffectivehighstandardcurriculumandinstructionforall
• Establishaneffectivestudentsupportteam(SST)withknowledgeablemembers&makereferralprocesseasy– withresourcesatthetable
• Engageallinadoptingaproblemsolving“whatworks”approachtowellidentifiedacademicproblems
• Ensurethatallsupportchallengingacademicstandardsandtheirinstruction– principals
• Supportteachersinusingindividualizedandtargetedneeds-basedinstruction
• SupportandresourceafterschoolandSaturdayinstructionalsupports
• Utilizetechnologytosupportcurriculumandinstruction• MonitorstudentprogressthroughSST
LessonsLearned• Planningrequiresinclusivestrongleadershipbeyondtheschool.
• Communicationandtransparencywithstakeholdersisparamount.
• Trainingmustbeongoinginvolvingcoachingandmonitoring.
• Datasystemsmustbeinplace&userfriendly.• Datamustbeusedtoexaminefidelity&outcomes.• Climateteammustbeconnectedtoalllevelsofinterventionservices.
• Allactivitiesmustbealigned&seamless.
LogicModelWorksheetPROBLEMDEFINED
ACTION OUTPUTS OUTCOMES
Vision
Whatmightyouworkonandwhoareyouralliesneededtogetstarted– establishinitiatives- monitorandsustainthem?
ThreatAssessmentCheckNASPforthreatAssessmentandCrisisResponseEstablishaSystemicBehavioralThreatAssessmentandManagementProcessTheFBI’sBehavioralThreatAssessmentCenter(Ammanetal.2017)hasofferedaneffectiveandsystematicthreatassessment.
See:Reeves&Brock(2017)
ReadingsResources:SchoolBehavioralThreatAssessmentandManagementLouvar Reeves,M.A.&Brock,S.E.Contemp SchoolPsychol (2017).https://doi.org/10.1007/s40688-017-0158-6
Resilient Classrooms:Creating healthy environmentsfor learning 2ndEd.B.Doll,K.Brehm&S.Zucker (2014)GuilfordPress.
Safe,Supportive and SuccessfulSchools:Stepby Step.Osher,Dwyer&Jackson(2014)AmericanInstitutes for Research.
NASPAssessingtheSafetyoftheSchoolEnvironmentUsingtheFrameworkforSafeandSuccessfulSchools• Thisassessmentshouldbeutilizedcollaborativelybytheschoolsafetyteamandschooladministrationtoguide
effortsandidentifyneedswithintheuniquecontextofeachschoolcommunity.ConsiderusingthisassessmentandtheattachedresultanalysisandactionplanningtoolinconjunctionwiththePolicyRecommendationsforImplementationtheFrameworkforSafeandSuccessfulSchools. Datafromthisassessmentisnotavalidmethodofcomparingschoolsormeasuringprogress;itisintendedonlytoguidediscussion,planning,goalsetting,anddecisionmaking.
1Cowan,K.C.,Vaillancourt,K.,Rossen,E.,&Pollitt,K.(2013).Aframeworkforsafeandsuccessfulschools[Brief].Bethesda,MD:NationalAssociationofSchoolPsychologists.ImplementingtheFrameworkforSafeandSuccessfulSchools
Citations1. Dwyer,K.andOsher,D.(2007)Safeguardingourchildren:Anactionguide.Boston,
Sopris West.2. Osher,D.,Dwyer,K.&Jackson,S.(2004).Safesupportiveandsuccessfulschools:Step
bystep.WashingtonDC,AmericanInstitutesforResearch3. Osher,D.andKendziora (2010).Buildingconditionsforlearning.Chapter6,p.132.In
Doll,Pfohl &Yoon,Eds.Handbookofyouthpreventionscience.NewYork:Routledge.4. Kendziora,K.,et.al.(2015)ResultsFromanEvaluationofaDemonstrationProgramto
BuildSystemicSocialandEmotionalLearninginEightLargeUrbanSchoolDistricts.WashingtonDC:AmericanInstitutesforResearch.
5. Greenberg,E.,Skidmore,D.,&Rhodes,D.(2004,April).Climatesforlearning:mathematicsachievementanditsrelationshiptoschoolwide studentbehavior,schoolwide parentalinvolvement,andschoolmorale.PaperpresentedattheannualmeetingoftheAmericanEducationalResearchersAssociation,SanDiego,CA.
6. Gregory,A.,&Weinstein,R.S.(2004).Connectionandregulationathomeandinschool:Predictinggrowthinachievementforadolescents.JournalofAdolescentResearch,19,405–427.
7. Davidson,R.(2002).Anxietyandaffectivestyle:Roleofprefrontalcortexandamygdala.BiologicalPsychiatry,51(1),68-80.
8. Vygotsky,L.(1978).Mindinsociety.Cambridge,MA:HarvardUniversityPress.
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“Osher, Moroney, and Wil l iamson successfully integrate research, practice, and pol icy to help educators develop and implement effective and sustainable models to nurture caring schools that all chi ldren and educators deserve.”
—MARK T. GREENBERG, BENNETT CHAIR OF PREVENTION RESEARCH, PENNSYLVANIA STATE UNIVERSITY
CREATING SAFE, EQUITABLE, ENGAGINGSCHOOLSA Comprehensive, Evidence-Based Approach to Supporting Students
EDITED BY DAVID OSHER, DEBORAH MORONEY, AND SANDRAWILLIAMSON
Creating Safe, Equitable, Engaging Schools br ings toge ther the col lec tive w isdom o f m ore than th i r ty experts f rom a var ie ty o f fie lds to show h o w school leaders can createcommunit ies tha t suppor t the social, emotional, and academicneeds o f all
s tudents. I t offers an essential gu ide fo r m ak ing sense o f
the m yr iad evidence- based frameworks, resources, and too ls available to create a continuous im provem entsystem.
Chapters i l lustrate h o w leaders can leverage the power o f school-based teams to assess the needs o f s tudents in the ir school and select appropr ia te in terventions across a w ide var ie ty o f domains, inc lud ing social and em otiona l learning, trauma, restorative practices, cultura l responsiveness, and s tudent and fam ily engagement. F il led w i threcommendations gleaned from research and ongo ing w ork inevery USstate and terr i tory , Creating Safe, Equitable, Engaging Schools is a cr i t ica l resource fo r unders tanding and adop t ing evidence-based practices and m ak ing p rogram m at ic decis ions to ensure the ideal condit ions fo r learning, g rowth , and development.
DAVID OSHER is v ice pres ident and ins t i tu te fe l low a t Amer ican Institutes fo r Research. DEBORAH MORONEY is a managing d irec tor a t Amer ican Institutes fo r Research and is d i rec tor o f the you th deve lopm ent and suppor t ive learning env ironments prac tice area. SANDRA WILLIAMSON is a v ice pres ident fo r policy, practice, and systems change atAmer ican Institutes fo r Research.
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CONTRIBUTORS
Kellie Anderson • Catherine Barbour • Juliette Berg • Ilene Berman • Aaron R. Butler • Vanessa Coleman • Greta Colombi • Kevin Dwyer • Allison Dymnicki • Edward Fergus • Karen Francis • Elizabeth V. Freeman • Allison Gruner Gandhi • Kathleen Guarino • Lynn Holdheide • Stephanie Jackson • Jessica Johnson • Jason Katz • Kimberly Kendziora • R. Jason LaTurner • Fausto Alejandro López • Amy Mart • Robert V. Mayo • Sam Neiman • Jessica Newman • Trina Osher •
Jill Pentimonti • Jeffrey M. Poirier • Frank Rider • Terry Salinger • Manolya Tanyu• Roger P. Weissberg • Lacy Wood • Sara Wraight • Nick
Yoder
