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.
This case study provides an overview of the Children’s Regional Behavioral Health pilot project and highlights key lessons learned from this work. As states consider innovative methods for improving cross-sector collaboration, coordination of care and financing for school health services (especially behavioral health services), Washington’s model and experience provide valuable insights that can inform future efforts.
This case study highlights Tennessee’s work to leverage the nation’s education law, the Every Student Succeeds Act (ESSA), to support the critical connection between health and learning. Tennessee’s inclusion of health and wellness in its ESSA plan and the guidance developed to support district-level implementation provide best practices and lessons learned for states striving to support student health and wellness through education policy and practice.
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
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 case study provides an overview of trauma-informed schools and highlights California’s approaches for supporting safe and supportive learning environments by increasing access to trauma-informed services and supports in schools.