Topic: Tier 2 Practices to Support Social-Emotional Learning in the Classroom

Thank you to everyone who joined us on January 31st for our monthly Coaches’ Corner discussion! If you missed it, please register for the next one on our Events page. Our upcoming session will be taking place on Wednesday, February 28, 2024 from 4:00 p.m. to 4:45 p.m. MST. If you are already registered, you will be invited to all future chats this school year - no need to register more than once.

We began today’s session by listing examples of Tier 2 practices that can be put in place to support social-emotional learning in the classroom. They included:

• Social-emotional learning programs and curricula

• Trauma-informed practices

• Restorative practices

• Mindfulness

• Yoga

• Suicide prevention

Some important observations came up before we even dove into the webinar!

1. Some schools already incorporate a number of these practices into their Tier 1 supports.

2. Each of these practices are most effective when layered on top of school-wide PBIS/MTSS systems.

3. It’s important to implement interventions with fidelity for them to be effective.

4. It’s important to select practices that are evidence-based.

5. Progress monitoring and data analysis are essential.

From these observations, the conversation shifted to the topic of communication. We talked about the critical necessity of communicating and reviewing student data in order to match the behavior problems we are seeing to the appropriate intervention(s). We also discussed making sure interventions are in place throughout the school day, as well as the importance of informing all adults at school about who is receiving interventions, so that staff can reinforce desired behaviors in various settings and at a range of times.

During the rest of our webinar, we explored each of the Tier 2 programs in more depth and our presenters shared a dazzling array of resources for participants to potentially incorporate into school-wide PBIS/MTSS at their own sites. The resources discussed today came from our PBIS Tier 2 Manual as well as our Tier 2 Resources page .

Social Emotional Learning

We defined this as the process through which children and adults understand and manage emotions, among a number of other outcomes. When SEL programs are implemented with fidelity at schools, the supportive learning environments that result can yield a wide range of benefits. These include improvement in attitudes about self, others and school as well as in positive social behavior and academic performance, just to name a few..

Those in attendance had experience with a number of evidence-based SEL programs, including:

• Lesson One: The ABCs of Life (PreK-6)

• Sanford Harmony (PreK-6)

• Second Step (K-8)

• Positive Action (K-12)

• SPARK (K-12)

• School-Connect (6-12)

Trauma Informed Care

We discussed the value of schools sharing knowledge of the impact traumatic experiences can have on both students and adults, and the benefit of staff understanding the effects of trauma as well as the importance of self-care. Trauma-informed practices at schools can improve school climate and retention of teachers, as well as reduce bullying, harassment, student behavioral outbursts and office discipline referrals (ODRs).

There are explicit evidence-based programs for supporting the use of trauma informed care in schools, such as:

• Heart Math Institute (PreK-12)

• Cognitive Behavioral Intervention for Trauma in Schools (CBITS) (5-12)

• Neurosequential Model Therapeutics (NMT)

Restorative Practices

Restorative practices are strategies used to build, maintain, and repair relationships. They can be used to support students in gaining stronger understanding of their behavior, including how it impacts themselves and others, as well as to repair relationships where harm has taken place. Benefits of restorative practices include improvements in disproportionately-implemented school discipline and providing an effective means of problem-solving, including both individuals harmed and those who harmed. Components of restorative practices frameworks implemented in schools include problem-solving circles to build restorative mindsets as well as individual conversations based on restorative language.

See our PBIS Tier 2 Manual for a wide range of evidence-based programs including, Circle Forward: Building a Restorative School (Carolyn Boyes-Watson and Kay Pranis).

Mindfulness

MIndfulness involves paying attention to aspects of the present moment, including things like thoughts, feelings, and sensations within the physical body. It is a practice that can be supported by meditation.

Evidence-based programs supporting the implementation of mindfulness in schools include:

• MindUp (PreK-8)

• Mindful Schools (K-12)

• Mindfulness Without Borders (6-12)

• Learning to BREATHE (7-12)

Yoga

Yoga can be described as mindfulness in motion. It is used to develop awareness of the connection between mind and body, as well as to improve self-regulation and build physical fitness.

Evidence-based yoga programs and other resources can be found here:

• Yoga 4 Classrooms

• Yoga Service Collective

• Best Practices for Yoga in Schools

Suicide Prevention

While time prevented us from delving too deeply into this important topic, presenters did share some facts about the role suicide plays in the lives of today’s youth, including trends indicating a ten-year increase in suicide behavior. We also discussed the importance of using appropriate language when discussing suicide, as described on page 150 of the KOI Education Tier 2 Manual.

Participants had a chance to view a collection of resources for curriculum and training on the topic of suicide prevention.

• Preventing Suicide: A Toolkit for High Schools

• Model School Policy on Suicide Prevention

• Applied Suicide Intervention Skills Training

• Mental Health First Aid for Youth

• PREPaRE Curriculum

Wish You Were Here!

Whew! It was a whirlwind conversation absolutely bursting with resources for participants to review and potentially implement in their schools and districts. Thanks to everyone who was able to join us! We look forward to our next conversation coming up at the end of February: Smash Dirty Data with a Behavior Flowchart Case Study for Staff! We hope to see you then.