To reduce the incidence of suspensions and expulsions, particularly for male students of color who are disproportionately impacted, Connecticut employed a Restorative Practices approach across its SS/HS districts.
Capacity Building/Workforce Development | Cultural Linguistic Competency | Disparities/Disproportionalities | Evaluation | Policy | School Violence | System Change | Vulnerable Populations
National data suggests that LGBTQ youth are at greater risk than their peers for mental health challenges, including depression and suicide.
Behavioral Health/Mental Health | Disparities/Disproportionalities | LGBTQI-2S | Policy | School Violence | Vulnerable Populations
The Nevada Department of Education, Office of Safe and Respectful Learning Environment (NDE OSRLE), established the Governor’s Social Workers in Schools Initiative with the focus of creating safe schools through prevention programming as well as a system of multi-tiered interventions for students...
Behavioral Health/Mental Health | Capacity Building/Workforce Development | Connecting Schools and Communities | Disparities/Disproportionalities | Evaluation | Family Strengthening/Family Engagement | Policy | School Violence | Screening and Assessment | Social and Emotional Well-Being | Substance Use Prevention | Suicide Prevention | Sustainability | System Change | Technology | Trauma Informed/Response | Vulnerable Populations
The Menominee Indian School District (MISD), located on the Menominee Tribal Nation in northeastern Wisconsin, was the only Native American LEA to participate in SAMHSA’s SS/HS State Expansion Program.
Behavioral Health/Mental Health | Connecting Schools and Communities | Cultural Linguistic Competency | Disparities/Disproportionalities | Early Childhood | Integration of Behavioral Health into Primary Care | Policy | Social and Emotional Well-Being | System Change | Trauma Informed/Response