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School re-entry planning is multi-faceted. In addition to physical health screening and assessment for students and staff, attention to social emotional health will be a critical factor in the successful re-opening of schools. Now is the time for educational leaders to build partnerships and deepen understanding of/ plan for SEL. The NCDPI Core SEL Practices Course is a great place to start.
School re-entry planning is multi-faceted. In addition to physical health screening and assessment for students and staff, attention to social emotional health will be a critical factor in the successful re-opening of schools. Now is the time for educational leaders to build partnerships and deepen understanding of/ plan for SEL. The NCDPI Core SEL Practices Course is a great place to start.
Coming from a broad range of at-home experiences, students will need carefully structured opportunities to re-acclimate to school life. Staff will need a trauma-informed approach to welcoming students back to promote a sense of safety, calm, and shared support throughout the campus. District and school leaders may also want to consider implementing an evidence-based social emotional learning program.
Coming from a broad range of at-home experiences, students will need carefully structured opportunities to re-acclimate to school life. Staff will need a trauma-informed approach to welcoming students back to promote a sense of safety, calm, and shared support throughout the campus. District and school leaders may also want to consider implementing an evidence-based social emotional learning program.
Resources: SEL 3 Signature Practices
Resource: Using Circles
Resource: Lesson Planning Support
Resource: Lesson Planning Support
Schools may consider completing student perception surveys and staff and family perception surveys when schools re-open to get a sense how everyone is doing as they return. Another option would be to conduct Behavioral Health/Mental Health universal screening soon after students return to school assess for both internal and external behaviors, as needed. Data from universal behavior screening tools can be used in tiered systems of support to (a) detect students for whom Core efforts may be insufficient, (b) inform teacher-delivered, low intensity supports, and (c) connect students with evidenced-based Supplemental (for some) and Intensive (for a few) strategies, practices, and programs (ci3t.org).
Schools may consider completing student perception surveys and staff and family perception surveys when schools re-open to get a sense how everyone is doing as they return. Another option would be to conduct Behavioral Health/Mental Health universal screening soon after students return to school assess for both internal and external behaviors, as needed. Data from universal behavior screening tools can be used in tiered systems of support to (a) detect students for whom Core efforts may be insufficient, (b) inform teacher-delivered, low intensity supports, and (c) connect students with evidenced-based Supplemental (for some) and Intensive (for a few) strategies, practices, and programs (ci3t.org).
Additional Re-entry Resources:
School Reentry Considerations from the American School Counselors Assoc. and National Association of School Psychologists
School Reentry Considerations from the American School Counselors Assoc. and National Association of School Psychologists
UCLA Center for Mental Health in Schools Transition Back to School Resource
UCLA Center for Mental Health in Schools Transition Back to School Resource
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