NotesFAQContact Us
Collection
Advanced
Search Tips
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 24 results Save | Export
National Center on Safe Supportive Learning Environments, 2024
This brief highlights the equity issues and potential negative consequences related to a lack of access to menstrual products at U.S. institutions of higher education (IHEs). It also describes promising strategies and practices that IHEs can implement to increase access to menstrual products.
Descriptors: College Students, Females, Physiology, Gender Discrimination
Jones, Wehmah; Sable, Jennifer; Li, Jiayi – National Center on Safe Supportive Learning Environments, 2023
The federal Gun-Free Schools Act (GFSA) enacted in1994 requires U.S. public school systems to report any incident of a student bringing a firearm to school or being in possession of a firearm on school property, the law applies to all states and jurisdictions funded under the Elementary and Secondary Education Act (ESEA) of 1965. Under federal…
Descriptors: Weapons, Educational Legislation, Expulsion, School Safety
National Center on Safe Supportive Learning Environments, 2022
After months or years of remote and hybrid learning due to the COVID-19 pandemic, students are benefiting from increased socialization, improved access to services, and a return to their regular routines. For some students, being back in school may mean returning to an environment in which they were bullied. This brief provides an overview of the…
Descriptors: COVID-19, Pandemics, Hygiene, Bullying
Viscione, Claire; Krohn, Cheryl; Gildin, Megan – National Center on Safe Supportive Learning Environments, 2022
Educators and school administrators have met the COVID-19 pandemic with tremendous resilience. That resilience, however, has come with challenges, including burnout (exhaustion from high demands and insufficient bandwidth) and demoralization (dissatisfaction due to moral and ethical challenges). Educators must often address their own hardships,…
Descriptors: Teacher Burnout, COVID-19, Pandemics, Administrator Role
Stuart-Cassel, Victoria; Nuñez, Brissa; Chung, Youjin – National Center on Safe Supportive Learning Environments, 2022
The federal Gun-Free Schools Act (GFSA) enacted in1994 requires U.S. public school systems to report any incident of a student bringing a firearm to school or being in possession of a firearm on school property, the law applies to all states and jurisdictions funded under the Elementary and Secondary Education Act (ESEA) of 1965. Under federal…
Descriptors: Weapons, Educational Legislation, Expulsion, School Safety
Stuart-Cassel, Victoria; Nuñez, Brissa; Chung, Youjin – National Center on Safe Supportive Learning Environments, 2021
The federal Gun-Free Schools Act (GFSA) was introduced into law as part of the Improving America's Schools Act of 1994. The federal law requires states funded under the Elementary and Secondary Education Act (ESEA) of 1965 to have a state law in effect that requires local education agencies (LEAs) to expel students for firearm offenses for a…
Descriptors: Weapons, Educational Legislation, Expulsion, School Safety
National Center on Safe Supportive Learning Environments, 2021
Developing and sustaining comprehensive school mental health systems should be a shared endeavor between schools and community partners; the task should not rest solely on the shoulders of the K-12 education sector. Community partners, including health and behavioral health providers, can augment the continuum of services available to students and…
Descriptors: Elementary Secondary Education, College School Cooperation, Mental Health, School Health Services
Guarino, K.; Chagnon, E. – National Center on Safe Supportive Learning Environments, 2018
Building trauma-sensitive schools involves changes to school policy, practice, and culture and requires ongoing efforts to ensure that all students--including students affected by trauma--are experiencing social, emotional, and educational success. School and district leaders play a crucial role in bringing about change. Developing and sharing a…
Descriptors: Training, School Policy, School Culture, Educational Environment
Guarino, K.; Chagnon, E. – National Center on Safe Supportive Learning Environments, 2018
The "Trauma-Sensitive Schools Training Package" offers school and district administrators and staff a roadmap and tools for adopting a school- or district-wide approach to addressing trauma and promoting resilience for everyone in the learning environment. This training package supports school and district administrators and staff to do…
Descriptors: Trauma, Student Needs, Holistic Approach, Intervention
Guarino, K.; Chagnon, E. – National Center on Safe Supportive Learning Environments, 2018
The "Building Trauma-Sensitive Schools" online module is intended for all school personnel, including administrators, instructional staff, and non-instructional staff. The module familiarizes school staff with the concept of trauma sensitivity and includes examples of trauma-sensitive strategies that can be employed schoolwide.…
Descriptors: Trauma, Educational Environment, Training, School Personnel
Guarino, K.; Chagnon, E. – National Center on Safe Supportive Learning Environments, 2018
The "Leading Trauma-Sensitive Schools" online module is designed for school and district administrators and other school staff helping to lead efforts to adopt a trauma-sensitive approach schoolwide. The module and companion action guide outline a multi-phased process for adopting a trauma-sensitive approach, including how and when to…
Descriptors: Trauma, Educational Environment, Training, School Personnel
Guarino, K.; Chagnon, E. – National Center on Safe Supportive Learning Environments, 2018
This Handout Packet includes all of the downloadable resources found throughout the Building Trauma-Sensitive Schools online module. Each of these handouts is available for individual download as staff work through the module together during professional development events. Most handouts are relevant to all school staff and two handouts are…
Descriptors: Trauma, Educational Environment, Training, School Personnel
National Center on Safe Supportive Learning Environments, 2017
Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines how community partners can support school climate improvements. Organizations and individuals can partner with schools in many different ways--from delivering or coordinating direct services to students and families inside or…
Descriptors: Educational Environment, Educational Improvement, School Community Relationship, Intervention
National Center on Safe Supportive Learning Environments, 2017
Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps that district leaders--including superintendents, assistant superintendents, directors of student support services, or others--can take to support school climate improvements. Key action steps are provided for…
Descriptors: Educational Environment, Educational Improvement, Educational Resources, Change Strategies
National Center on Safe Supportive Learning Environments, 2017
Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps that noninstructional staff--including guidance counselors, social workers, school psychologists, office staff, bus drivers, maintenance and facility staff, and food service staff--can take to support school…
Descriptors: Educational Environment, Educational Improvement, Educational Resources, Administrative Principles
Previous Page | Next Page »
Pages: 1  |  2