Serving the Whole Person—Supporting Learner Health, Safety, and Wellness: Spotlighting Success in Michigan
Michigan leaders have outlined equity and well-being goals for the state’s young people. This report builds on the work of the Michigan Department of Education’s (MDE) Social Emotional Learning Workgroup, which—as part of carrying out its charge of demonstrating impact for improving the health, safety, and well-being of all of Michigan’s learners—has sought to identify “bright spots” among Michigan districts implementing Social Emotional Learning (SEL) practices.
The report highlights “bright spots” throughout the state—districts that have successfully implemented key social and emotional learning (SEL) practices aligned with the state’s priorities to improve outcomes for children.
To improve the health, safety, and wellness of all learners, leaders and educators in Michigan’s diverse districts may find inspiration from at least one school system in this report. Through peer learning opportunities (from communities of practice and site visits) and by exchanging resources, district and school staff may learn from bright spot school systems about the best ways to support Michigan students’ well-being so that district and school staff may positively influence their communities and beyond.
“We need to remember that the shift to SEL isn’t something that happens overnight. It will take years to fully implement. We are building a system of support for all students to meet their needs and prepare them to communicate effectively, demonstrate self-control, think critically, persevere, and adjust to change. Our job is to provide a safe, secure, and inclusive environment where all children can learn and grow.” — Teacher, Pickford Public Schools
The Toolkit Before the Toolkit: Centering Adaptive and Relational Elements of Restorative Practices for Implementation Success
This guide highlights the mindsets, values, social capital, and structural supports that bind and hold together restorative practices.
This toolkit offers evidence-based information on the brain and behavior in the context of leadership and educational equity work, including specific strategies to guide leaders in recognizing and responding to physical, social, and emotional needs in the education agency context.
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