Mental Health
Creating Trauma-Responsive Schools that Actively Support SEL Development
San Bernardino City Unified School District (SBCUSD) - SWSS Department
Embedded Files
Supporting the Mental Health of Staff and Students - During and After the Coronavirus Crisis
Supporting the Mental Health of Staff and Students - During and After the Coronavirus Crisis
Strategy: Design Opportunities for Staff to Connect, Heal & Build Capacity for Supporting Students
Strategy: Design Opportunities for Staff to Connect, Heal & Build Capacity for Supporting Students
Failure to address staff mental health can result in signs of stress including: fear and worry about your own health and the health of loved ones, changes in sleep or eating patterns, difficulty sleeping or concentrating, worsening of existing/preexisting chronic physical and mental health conditions, and increased use of alcohol, tobacco, or other drugs.
Failure to address staff mental health can result in signs of stress including: fear and worry about your own health and the health of loved ones, changes in sleep or eating patterns, difficulty sleeping or concentrating, worsening of existing/preexisting chronic physical and mental health conditions, and increased use of alcohol, tobacco, or other drugs.
(CDC, 2020) CDC
As staff reunite and return to school, adults will have varied experiences and stressors, and some may have additional mental health needs (including depression, anxiety, grief, post-traumatic stress disorder). It will be critical to have a system in place and identify school-based counselors and community partners to support the overall health and well-being, both physical and mental, of all staff. Supportive conditions that prioritize staff wellness for all adults help prevent secondary trauma and compassion fatigue. In addition, it will be important to identify and connect those who need additional support with school, district, or community resources for more targeted mental health support.
As staff reunite and return to school, adults will have varied experiences and stressors, and some may have additional mental health needs (including depression, anxiety, grief, post-traumatic stress disorder). It will be critical to have a system in place and identify school-based counselors and community partners to support the overall health and well-being, both physical and mental, of all staff. Supportive conditions that prioritize staff wellness for all adults help prevent secondary trauma and compassion fatigue. In addition, it will be important to identify and connect those who need additional support with school, district, or community resources for more targeted mental health support.
Practices to Consider:
Practices to Consider:
Administration - Meet with all staff individually before school begins to learn about their needs and experiences in the past months.
Administration - Meet with all staff individually before school begins to learn about their needs and experiences in the past months.
Administration - Establish a process to identify and provide support for adults at higher risk for significant stress or trauma.
Administration - Establish a process to identify and provide support for adults at higher risk for significant stress or trauma.
Tool for Staff - The Educator Context and Stress Spectrum
Tool for Staff - The Educator Context and Stress Spectrum
Strategy: Create Safe, Supportive & Equitable Learning Environments that Promote Student SEL
Strategy: Create Safe, Supportive & Equitable Learning Environments that Promote Student SEL
It is the “responsibility of US school systems is to promote the mental health of all students, facilitate healthy development, improve daily functioning, and help students reach their full potential”
It is the “responsibility of US school systems is to promote the mental health of all students, facilitate healthy development, improve daily functioning, and help students reach their full potential”
Intentionally build studentures that promote supportive adult-student and peer relationships: Students of all ages are grappling with a range of emotions including anger, fear, uncertainty, optimism, and motivation. The ways in which students process their complex emotions and experiences will be influenced by whether they have at least one “secure base” to turn to. As you transition back, ensure each student has at least one trusting, supportive adult relationship at school, particularly for BIPOC students and ELLs, who often receive conflicting messages about belonging.
Intentionally build studentures that promote supportive adult-student and peer relationships: Students of all ages are grappling with a range of emotions including anger, fear, uncertainty, optimism, and motivation. The ways in which students process their complex emotions and experiences will be influenced by whether they have at least one “secure base” to turn to. As you transition back, ensure each student has at least one trusting, supportive adult relationship at school, particularly for BIPOC students and ELLs, who often receive conflicting messages about belonging.
Positive relationships between students and adults are reciprocal, attuned, culturally responsive, and trusting. These relationships provide a sense of security and inclusion, enhance student resilience and coping, protect students from risk factors such as trauma, and contribute to higher engagement and achievement and positive long-term outcomes. Relationships are supported by learning environments that provide structures for safety and belonging. These environments include consistent, restorative discipline practices and opportunities for collaborative work that reinforce SEL and support communitybuilding, student engagement, and equitable outcomes.
Positive relationships between students and adults are reciprocal, attuned, culturally responsive, and trusting. These relationships provide a sense of security and inclusion, enhance student resilience and coping, protect students from risk factors such as trauma, and contribute to higher engagement and achievement and positive long-term outcomes. Relationships are supported by learning environments that provide structures for safety and belonging. These environments include consistent, restorative discipline practices and opportunities for collaborative work that reinforce SEL and support communitybuilding, student engagement, and equitable outcomes.
Practices to Consider:
Practices to Consider:
Welcome students at the door - as they first enter the school, before each class, after each break, etc.
Welcome students at the door - as they first enter the school, before each class, after each break, etc.
Conduct community building circles (in-person or virtual) - i.e., Responsive Circles to Covid-19 (IIRP)
Conduct community building circles (in-person or virtual) - i.e., Responsive Circles to Covid-19 (IIRP)
This page is being developed by the SWSS Department staff. Additional links/resources will be coming soon.
This page is being developed by the SWSS Department staff. Additional links/resources will be coming soon.
SWSS Department: S. Johns, J. Patrick - 2020
Images obtained from Google Images and/or created by Johns/Patrick
Page updated
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