School bus drivers play an instrumental role in both promoting student mental health and reducing violence and bullying among students. To support bus drivers in these roles, leaders from Middletown, Connecticut instituted two programs: The Peaceful School Bus program aimed to decrease disruptive behavior and bullying on school buses, and Kognito aimed to help bus drivers identify and refer students experiencing mental health challenges.
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Systemic Change and Integration
Systemic change is a process of creating a new structure for the whole system that affects all entities to achieve successful outcomes. This process requires all systems to create a common vision, as well as goals and objectives, and to collaboratively integrate these into everyday practice.
SS/HS strives to create safe and supportive schools and communities. To achieve this goal, it is necessary to change existing systems to better coordinate multiple service agencies and programs to improve outcomes for all youth. Systems change and integration is a natural product of collaborative activities.
The Boys Town Specialized Classroom model was implemented to reduce disruptive behaviors, discipline referrals, and absenteeism among students with emotional and behavioral problems in Bridgeport, Connecticut. The model is implemented by classroom teachers and has strong evidence of reducing office referrals and disruptive behaviors, and increasing academic engagement, instruction time, and on-task behaviors among students.
Wisconsin’s SS/HS Team and partners committed to promote and improve recognition and treatment of mental health challenges through improved inter-agency collaboration and improved access to treatment.
Recognition of the critical importance of mental health in the education of young children has brought significant change to Laconia’s Pleasant Street School (PSS) and other district schools.
Our presenters, Dr. Ken Martinez and Dr. Larke Huang discussed how SAMHSA grantee communities around the country are using disaggregated demographic data to actively reduce and eliminate disparities and disproportionalities in new and creative ways.
Analyzes data from repeated cross-sectional surveys that examine adolescent drug, alcohol, and substance use since 1975. Includes tables and charts for each type of drug and also breaks data out by subgroup. Findings indicate that despite the declines in the past 5 years, across the very broad spectrum of drugs (more than 50 classes and sub-classes) none exhibited a statistically significant increase in the past year, however marijuana attitudes among students continued to move toward greater acceptance.
Responds to and recognizes the impact of trauma on many sectors in behavioral health and beyond. The paper introduces the concept of trauma and offers a framework for how organizations, systems, and service sectors can become trauma-informed.
Considers school policies that try to assist teachers in dealing with the variety of psychosocial and health problems that interfere with learning and performance. Cautions against fragmented supports for students and reviews the benefits of a "whole child" approach for improved outcomes.
School-Community Partnership Key to Systemic Change and Integration – Lancaster, PA
Through a partnership between the school district and community organizations, nearly 11,200 students and their families in Lancaster, PA, can access coordinated services.
Hampden-Wilbraham Safe and Violence Free Schools – Wilbraham, MA
The Safe Schools/Healthy Students (SS/HS) initiative allowed Hampden-Wilbraham to work toward safer schools "from the inside out." The key to systemic and sustainable change was commitment at the highest levels of school and school-district administration, and collaboration with law-enforcement partners.
Safe Schools / Healthy Students
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