The three LEAs (Lyon, Nye, and Washoe School Districts) partnered to develop and provide mental and behavioral health consultation, screening, assessment, and treatment for students and their families on site at school. As a result, services have been provided for 2,042 students (2013-2016 school years). The school districts and community agencies have developed the infrastructure and capacity to continue these services.
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Capacity building refers to strengthening the knowledge, abilities, and skills of individuals and improving organizational structures and processes to more efficiently meet the needs of the community in a sustainable way.
SS/HS aims to increase the number of youth who have access to behavioral health services, decrease in the number of students who abuse substances, increase supports for early childhood development, improve school climate, and reduce the number of students who are exposed to violence. To meet these goals, schools must build their capacity: they must be equipped with the appropriate infrastructure, resources, services, and trained staff in each of these areas. Building capacity may also include leveraging state and local funding to support school-based mental health services; developing the capacity of schools to regularly monitor school discipline data to inform supportive school discipline practices; and developing an infrastructure that will increase the capacity to implement, sustain, and improve effective substance abuse and/or mental health services when federal funding ends. The development of a shared vision (among state and local stakeholders) for behavioral health promotion will provide the framework for capacity-building needs.
The Positive Behavioral Interventions and Supports (PBIS) and the PAX Good Behavior Game are evidence-based programs (EBPs) that appear on the National Registry of Evidence-Based Programs and Practices (NREPP). These classroom-based universal preventive intervention provides teachers’ strategies to grow nurturing classroom environments, foster social-emotional health, improve students’ attention and focus to academic tasks, provides trauma-informed prevention strategies to use as classroom management practices.
Greene County Educational Service Center (ESC) developed the ECMHC program to promote young children’s social and emotional development, to address challenging behaviors, and to assist parents/caregivers of young children in the region who have experienced high levels of trauma or toxic stress. The caregivers in early learning programs were not adequately trained on how to support the social-emotional development of children. In Greene County, 44 out of 57 child care centers were not yet participating in the Ohio’s quality rating and improvement system.
Approximately 20% of all children have some sort of mental health issue and only one third of those receive services. Of those students who do receive mental health services, 70% get them in the school setting.
Pennsylvania has administered a statewide Student Assistance Program (SAP) across all the Commonwealth’s 500 school districts since 1985. SAP aims to develop and maintain mental health wellness and a safe and drug-free environment in schools and communities. It is designed to assist school personnel to identify misuse of alcohol, tobacco, and other drugs, as well as mental health concerns that may pose a barrier to a student’s success. Additionally, SAP responds to such issues and concerns through collaborative prevention, intervention, and post-intervention services.
This module helps Safe Schools/Healthy Students and Project LAUNCH grantees develop and implement their Disparity Impact Statement and Strategy.
Features the Office for Victims of Crime Technical Assistance Center micro-site on Human Trafficking. This micro-site provides practitioner-driven, evidence-based training and technical assistance (TTA), webinars, and resources, that is responsive to the particular needs of victim service providers, their communities, and the victims they serve, including a specific focus on human trafficking.
Provides a user-friendly guide for what to do and how to communicate about the harmful effects of illicit drugs and alcohol to children from elementary through high school. Organized in 6 major sections: 1) How This Book Will Help You? 2) What Substances Do Kids Use? 3) Why Do Kids Use Drugs? 4) How Do I Teach My Child About Drugs? 5) What If I Think My Child is Using Drugs? 6) Resources.
Discusses the importance of positive youth development, community building, and youth involvement. Provides information about how you can put positive youth development principles into practice.
Describes four areas of work that are central to developing a whole-school youth development approach and includes hyperlinks to tools that can be modified and adapted to support efforts to pursue a youth development approach in a particular setting.
Safe Schools / Healthy Students
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