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Our most accessed resources offer educators guidance on a range of topics, including practicing and prioritizing self-care and strategies for trauma-informed distance learning.
A recent study found that if LGBTQ students experienced the same levels of support and safety at school as non-transgender and straight students, disparities would disappear or greatly diminish.
As one school-based telehealth provider reflects, “the more ways in which we can support children, the more likely we are to change the trajectory of their lives.”
The new toolkit helps the early childhood workforce build strengths-based relationships with the children and families in their care through meaningful engagement.
WestEd announces the release of the first comprehensive study of marijuana use among California adolescents since the November 2016 legalization of adult use. The study uncovers how frequency of use is changing and how usage is related to educational, behavioral, and social-emotional challenges.
Many students with disabilities and their families continue to be disproportionately impacted by the pandemic. The resources highlighted in this Spotlight offer concrete guidance for school and district administrators, and useful tips for teachers, teacher educators, and communities of practice.
Check out this selection of resources created in response to changes prompted by the COVID-19 pandemic. These publications and webinars cover diverse topics of interest to educators at all levels.
Having a supportive school culture and climate is critical in the development, implementation, and sustainability of trauma-healing systems.
In this post, we’ve curated a variety of resources, each designed to assist educators and other practitioners in an aspect of support for the whole child, especially during this pandemic. The resources present strategies to promote trauma-informed practices, resiliency, and family engagement. We also offer insights aimed to help educators re-examine forms of school discipline and tactics used for school safety.
Throughout this and every school year, schools and districts should address the well-being and connection needs of both students and staff as a first priority before academic teaching and learning.
