Safe, Supportive Environments
Students learn best in safe, supportive learning environments that address their academic, physical, emotional and mental well-being. Promoting a positive school climate, in which students feel engaged, safe, and connected is key to fostering these conditions for learning and promoting positive mental health. Efforts to create positive school climates support all students in a school and include building social-emotional skills, developing trauma-sensitive practices and policies, and establishing school connectedness among students and staff. Schools with a positive school climate have reduced behavior problems, higher attendance, and improved academic achievement.
Federal and state policies–such as the Every Student Succeeds Act–can provide funding to support schools and districts in establishing safe, supportive learning environments–for example, financing professional development on trauma-sensitive practices.
Sandra Williamson, American Institutes for Research; Anne Mathews-Younes, Substance Abuse and Mental Health Services Administration; Valerie Sims Centers for Disease Control and Prevention, Division of Adolescent and School Health; Sarah Lee, Centers for Disease Control and Prevention, Healthy Schools Branch
Eric Rossen, National Association of School Psychologists; Amy Edwards, Virginia Department of Education; Mike Leathead, Michigan Department of Education
Kirsten Beronio, Centers for Medicare and Medicaid Services
This publication offers an analysis of state statutes and regulations aligned with the Whole School, Whole Community, Whole Child model of school health.
Conducted biannually since 1996. Profiles measures progress in the implementation of school policies and practices to improve the health of school-aged youth. Education and health officials can use Profiles data to support health-related policies and legislation.
The January 2019 edition of NASBE’s peer-reviewed journal, focuses on how state policymakers can advance student safety and wellness. Articles on social-emotional learning, trauma-informed schools, health education standards, and more are included.
This guidance is based on scientific literature and expert input about what is most likely to be effective in reducing risk for HIV infection and other STDs among adolescents and is intended for use by funded local education agencies and organizations.