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As a Mental Health Team, we believe in following the research and recommendations of our professional organizations: the National Association of School Psychologists the American School Counselor Association, and the School Social Work Association of America. Below you will find the models and policies our organizations support.
The Standard Response Protocol
The Standard Response Protocol (SRP) provides consistent, clear, shared language and actions among all students, staff and first responders for all hazards. It is action based, and allows organizations, first responders, students, and parents to share a specific vocabulary for quick and coordinated action. It also acts as a tool for training which develops the muscle memory necessary to respond appropriately in moments of crisis.
The SRP is based on five actions: Hold, Secure, Lockdown, Evacuate, and Shelter.
The Standard Reunification Method
Reunifying students with parents or guardians is a critical component of emergency response, but one that is often overlooked. The Standard Reunification Method (SRM) provides school and district safety teams with proven methods to plan, practice, and achieve a successful reunification amid what can be chaotic and stressful circumstances.
Model School District Policy on Suicide Prevention
Model School District Policy on Suicide Prevention
https://www.datocms-assets.com/12810/1576931010-13820afspmodelschoolpolicybookletm1v3.pdf
The Model School District Policy on Suicide Prevention gives educators and school administrators a comprehensive way to implement suicide prevention policies in their local community.
In collaboration with the American School Counselor Association, the National Association of School Psychologists, and The Trevor Project, the program is research-based and easily adaptable for middle and high schools.
There are specific, actionable steps to support school personnel; sample language for student handbooks; suggestions for involving parents and guardians in suicide prevention; and guidance for addressing in-school suicide attempts.
In addition to educators and school leaders, school-based mental health professionals such as counselors and psychologists are essential in putting a policy into practice to enhance the whole school environment.
After a Suicide: A Toolkit for Schools, 2nd Edition
After a Suicide: A Toolkit for Schools, 2nd Edition
https://www.sprc.org/sites/default/files/resource-program/AfteraSuicideToolkitforSchools.pdf
After a Suicide: A Toolkit for Schools assists schools in implementing a coordinated response to the suicide death of a student. Originally developed in 2011, the second edition includes new information and tools that middle and high schools can use to help the school community cope and reduce suicide risk. The toolkit was developed in collaboration with the American Foundation for Suicide Prevention and in consultation with national experts, including school-based administrators and staff, clinicians, researchers, and crisis response professionals. It is designed primarily for administrators and staff but can also be useful for parents and communities.
PREPaRE
School Crisis Prevention & Intervention Curriculum
https://www.nasponline.org/professional-development/prepare-training-curriculum/about-prepare
CSTAG
Comprehensive School Threat Assessment Guidelines
https://navigate360.com/solutions/cstag-training/
CSTAG is a structured model that empowers schools to handle behavioral threats in a proactive and consistent manner. Developed through rigorous research, CSTAG is grounded in principles of early intervention, student support, and behavioral analysis. Its goal is to address threats in a way that prevents violence while avoiding punitive responses that could worsen underlying issues.
The CSTAG model is widely recognized as one of the most effective approaches to school-based threat assessment. It provides a framework for forming multidisciplinary teams—including administrators, counselors, school psychologists, and school resource officers (SROs)—to collaboratively evaluate and manage threats.
A Framework for Safe and Successful Schools
A Framework for Safe and Successful Schools
The author organizations and cosigners of this joint statement believe that, while schools are among the safest places for American’s children, we must make violence prevention and student well-being in our schools and communities a priority...Efforts to improve school climate, safety, and learning are not separate endeavors and must be designed, funded, and implemented as a comprehensive school-wide approach. Ensuring that mental health and safety programming and services are appropriately integrated into the overall multitiered system of supports is essential for successful and sustainable improvements in school safety and academic achievement.
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