How Disparate School Discipline Continues to Drive Differences in the Opportunity to Learn report
This rerport explores how disparate school discipline continues to drive differences in students’ learning and opportunities in school
This rerport explores how disparate school discipline continues to drive differences in students’ learning and opportunities in school
This article brings together “healing schools” with trauma-informed care, restorative justice, and multicultural education coming together under one integrated framework. Authors call for creation of healing schools because: 1) Schools can play a valuable role in promoting healing and well-being among the students and families with whom they engage and 2) Many urban schools themselves need healing because they have become systems of toxic environments for adults and youth alike. Framework includes four key values: relationships, safety, belonging, and agency.
This article provides an overview of Dr. Shawn Ginwright’s Healing Centered framework that can be applied to schol environments.
Flourish Agenda provides training and consultation to equip schools, youth agencies, foundations, and local governments with strategies, trainings, and tools that enhance learning and healthy development for youth. Also offers an online Healing Centered Engagement certifcate program.
A survey tool to help educators gather feedback and engage families in their school communities.
This webinar builds from the compendium of equity and SEL, with panelists Rose Prejean-Harris, Angela Ward, and Eric Moore sharing their insights and expertise as district leaders who implement evidence-based practices and data-driven continuous improvement processes for social and emotional learning, school climate, and other whole person initiatives. The session specifically delves into practical methods for using data to advance equitable outcomes.
The DDAS framework is based on research evidence that there are eight malleable factors – that is, factors that schools can intentionally work to change – that are causally connected to disciplinary actions in general. At the heart of DDAS is a foundational belief that racial and ethnic disproportionality in discipline (REDD) results when these eight factors interact with implicit bias, racism, and a lack of cultural awareness and understanding. Therefore, by placing implicit bias, anti-racism, and the promotion of cultural awareness and understanding at the heart of the DDAS framework, REDD can be reduced or eliminated.
The Building Equitable Learning Environments (BELE) Framework is a guide for transforming student experiences and learning outcomes.
Building Equitable Learning Environments (BELE) Framework Read More »
Website provides evidence-based tips and tools from both ADAA member experts and our public community to help manage life with anxiety, OCD, PTSD, depression, and co-occurring disorders. Resources include: blogs, webinars, videos, infographics and brochures about mental health
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