These resources were originally highlighted in the School Climate Connection Newsletter (SCCN). The SCCN is a monthly publication with valuable news, information, and resources related to equity, school climate, social emotional learning, and mental and physical health so that children can transform their personal potential into achievements that lift their individual, social, and economic prospects and improve the conditions in their communities. Sign up for immediate notification of new resources or read the SCCN archive.
The following include: (1) resources that describe promising strategies, programs, and policies; (2) examples of efforts to implement promising strategies in California schools; and (3) any study on school climate in California or other topic assessed by the California School Climate, Health, and Learning Surveys.
Absenteeism and Truancy
- Biased-Based Bullying and Absenteeism. Data from the CHKS and CDE found that experiences of bias-based bullying were significantly associated with student absenteeism, and the combination of these experiences resulted in a significant loss of funds to school districts.
- Positive Teacher Expectations Promote Performance. This article, from a series on how psychology research can inform teaching, discusses results from a study on teacher expectations and its impact on the classroom.
Building Positive Relationships
- Transformational Relationships. Center for the Study of Social Policy’s seven-page brief shares lessons culled from more than 80 interviews with organizations, their workers, and the youth that they support.
- Responding to Hate and Bias at School. A guide designed primarily for school administrators, but teachers, staff, counselors, students, and others also may find useful guidance here.
- Using Technology Prevent Bullying. Although technology is the root cause of a significant number of bullying problems in modern schools, it can also be used to prevent them before they start or solve them once they occur.
- Preventing Suicide. Assists high schools and school districts in designing and implementing strategies to prevent suicide and promote behavioral health. The toolkit includes tools to implement a multifaceted suicide prevention program that responds to the needs and cultures of students.
- Responding to Student Suicide. These guidelines for schools responding to a death by suicide are designed to help school administrators, teachers, and crisis team members respond to the needs of students and staff after a suicide has impacted the school environment, as well as when an individual student’s life may be impacted by a suicide within the family. Ideas are offered for addressing the issue of suicide, including how to talk to children about this difficult topic.
- Wisconsin School Mental Health Framework. Provides guidance to build and strengthen a comprehensive school mental health system and offers Needs Assessment and Planning Template tools.
Multi-tiered and Integrated Student Supports
- Effectiveness of Integrated Student Supports. Child Trend’s Making the Grade report includes lessons learned from implementation studies, interviews with principals, cost-benefit analyses, and evaluations.
- MTSS in two Orange County schools. How two Orange County schools have implemented the Multi-Tiered System of Support framework and use data, collaboration, and meaningful student-teacher interactions to develop interventions tailored for each student.
- Promoting School Safety with Teacher Support. A school safety study involving a sample of 49,638 students who participated in the 2010–2012 California Healthy Kids Survey examined the association between two characteristics of school climate (sense of community and teacher support) and students’ feelings of being unsafe at school.
Social Emotional Learning
- Schools with Strong Social-Emotional Outcomes. This PACE study looks closely at ten “outlier schools” in California’s CORE districts whose students report strong social-emotional learning outcomes compared to other, similar middle schools. Six general strategies were implemented, including fostering a positive school climate and relationships, positive behavior supports, SEL curricula, and measurement.
- CDE’s Guiding Principles. Principles for teaching social and emotional skills to ensure students have the skills they need for success in school, careers, and in the community.
- Students’ Social, Emotional, and Academic Development. The Aspen Institute’s National Commission on Social, Emotional and Academic Development interim report captures the Commission’s key lessons learned about supporting students’ comprehensive development.
Student Engagement and Voice
- Student Voice Campaign. An annual statewide creative video competition for students (grades 7-12) to make their voices heard.
Trauma-informed Care & Resiliency
- Trauma Aware Schools. The Treatment and Services Adaptation Center’s Trauma Aware Schools website promotes trauma-informed school systems that provide prevention and early intervention strategies to create supportive and nurturing school environments.
- Multi-Sector Trauma Informed Approaches. youth.gov has compiled a list of federal resources that people who work with youth can use to address trauma and bolster resilience.
- Trauma care book. "Creating Healing School Communities: School-based Interventions for Students Exposed to Trauma" by C. DeCarlo Santiago, T. Raviv, and L. H. Jaycox