This web­site con­tains resources from over 450 experts and par­ents rang­ing from preg­nan­cy to col­lege. Search videos, blogs, and many oth­er types of resources by age group.

This doc­u­ment lists links of sources for fam­i­lies or pro­fes­sion­als (teach­ers, coun­selors, etc.) to sup­port chil­dren with emo­tion­al well-being, health, spe­cial needs, and home-school­ing. Adults could also look through sources relat­ed to self-care on men­tal health.

Pos­i­tive Par­ent­ing is a web­site pro­vid­ing gen­er­al pos­i­tive par­ent­ing tips, start­ing from the stage of infan­cy (0–1 year) to ado­les­cence (15–17 years). Data, sta­tis­tics and research­es could also be found for sup­port­ing the overview provided.

Schoolclosures.org is a part­ner­ship run by 150+ vol­un­teers and 80+ orga­ni­za­tions pool­ing resources to pro­vide a uni­fied response to the cur­rent cri­sis and its impact on fam­i­lies. The hot­line is staffed by vol­un­teers with exper­tise in edu­ca­tion and social ser­vices.  There web­site has many use­ful resources for Fam­i­lies and Students.

Tips and Tech­niques for Par­ents to Sup­port Vir­tu­al Learn­ing Fam­i­lies find­ing jug­gling work and school to be dif­fi­cult. Here are tech­niques to help par­ents sup­port their student’s vir­tu­al learning.

This is a chart for choos­ing pos­i­tive behav­iors which chil­dren could stick on to and receive spe­cif­ic praises/rewards for achiev­ing the goals! A smil­ing face would refer to achiev­ing goals while a sad face would refer to neg­a­tive behav­iors observed.

Here are 8 home-school­ing strate­gies and resources for par­ents or care­givers to sup­port their chil­dren dur­ing the pan­dem­ic period.

With sup­port from the Boone Coun­ty Children’s Ser­vices Fund, sev­er­al MU Cen­ters and orga­ni­za­tions recent­ly part­nered to cre­ate a free, search­able data­base of social ser­vice providers in Boone Coun­ty. The data­base pro­vides access to local social ser­vices (includ­ing tele­health ser­vices) such as child­care, food, hous­ing, job train­ing, and counseling. 

To help reduc­ing stress about trans­fer­ring from in-per­son to eLearn­ing, this resource pro­vides bul­let points on per­son­al affir­ma­tion, prob­lem-solv­ing and sug­gests relax­ation apps that help to decrease online learn­ing anxiety.

This is a resource which focus­es on tele­health ther­a­py for youth and teens and how they are able to trans­fer from in-per­son to online interactions.

For indi­vid­u­als who might con­cern about how to con­tin­ue ‘engag­ing’ in social con­nec­tion with oth­ers under the impact of pan­dem­ic and main­tain­ing social dis­tances, this source pro­vides few tips on using tech­niques or ‘tra­di­tion­al’ meth­ods to involve socialization.

Basic tips and trou­bleshoot­ing of tech­ni­cal issues dur­ing online learn­ing for stu­dents are dis­cussed in this source.

With sup­port from the Boone Coun­ty Children’s Ser­vices Fund, sev­er­al MU Cen­ters and orga­ni­za­tions recent­ly part­nered to cre­ate a free, search­able data­base of social ser­vice providers in Boone Coun­ty. The data­base pro­vides access to local social ser­vices (includ­ing tele­health ser­vices) such as child­care, food, hous­ing, job train­ing, and counseling. 

Colleen Eddy recent­ly adapt­ed the pro­gram into an online webi­nar series with­out the book or in-per­son train­ing. To begin, watch the 90-minute overview webi­nar below. The remain­ing webi­na­rs are divid­ed into three parts, Adap­tive Think­ing, Adap­tive Behav­iors, and Long-Term Plan­ning. We rec­om­mend that you com­plete one of these parts, in order, every week after com­plet­ing the overview webinar.

Colleen Eddy recent­ly cre­at­ed a webi­nar for using strate­gies in the teacher stress man­age­ment pro­gram to cope with COVID-19 relat­ed stres­sors that many teach­ers are expe­ri­enc­ing now.

The com­par­i­son chart lists the good actions and wrong actions that teach­ers and school lead­ers should and shouldn’t take dur­ing the e‑Learning.

This is a work­sheet for teach­ers to check if they pre­pare well for online teach­ing, espe­cial­ly the technology.

This resource pro­vides teach­ers with five ele­ments to build a pos­i­tive cli­mate and cul­ture in the class­room and school, in order to enhance aca­d­e­m­ic achieve­ment and pre­vent dropout rates of students.

The doc­u­ment con­tains strate­gies for online class­room engage­ments which help teach­ers prepar­ing and set­ting up a pos­i­tive online learn­ing environment.

The web­site intro­duces the infor­ma­tion and coop­er­a­tion between school, teach­ers, and men­tal health pro­fes­sion­als for cre­at­ing a pos­i­tive and trau­ma-respon­sive school environment.

Stop Bul­ly­ing is the offi­cial web­site on access­ing poli­cies, laws, train­ing, and strate­gies on how schools and teach­ers pro­vide sup­port for bul­ly­ing prevention.

The fol­low­ing source from the Uni­ver­si­ty of Mary­land, School of Social Work con­tains infor­ma­tion on tele­health under the pan­dem­ic, how to main­tain a con­nec­tion through zoom, and COVID 19 resources based on topics.

This is a web­site with toolk­its and arti­cles about improv­ing self-image, form­ing healthy rela­tion­ships, and cau­tion­ing on risk fac­tors that impact the relationships.

Includ­ing con­cepts of bul­ly­ing, cyber­bul­ly­ing and relat­ed infor­ma­tion on bul­ly­ing pre­ven­tion, the resource pro­vides both youth and adults on search­ing for help on cyber­bul­ly­ing incidents.

The CASEL Guide to school­wide SEL pro­vides work­shops, plan set­ting, infor­ma­tion ses­sions, and how to improve with data reflec­tion for school teams.

This PDF out­lines Self-Reg­u­la­tion (man­ag­ing emo­tions and man­ag­ing behav­ior) in the Uni­ver­sal sup­port, Select­ed Groups sup­port, and Indi­vid­ual sup­ports. This PDF also includes exam­ples of Indi­vid­ual Sup­port applications. 

This PDF breaks down the de-esca­la­tion mod­el in order to help us deter­mine the best strat­e­gy to address dis­rup­tive behav­ior and rein­force appro­pri­ate behavior.

This Pow­er­Point cov­ers infor­ma­tion about Exec­u­tive Func­tion­ing (defined as, Skills that help us to decide what activ­i­ties or tasks we will pay atten­tion to and which ones we’ll choose to do). This resource includes uni­ver­sal, tar­get­ed, and indi­v­d­ual sup­ports for stu­dents. This resource was cre­at­ed by the Boone Coun­ty Schools Men­tal Health Coalition.

The Evi­dence Based Inter­ven­tion Net­work was devel­oped to pro­vide guid­ance in the selec­tion and imple­men­ta­tion of evi­dence-based inter­ven­tions (EBI) in the class­room set­ting, and to sup­port the use of EBI in schools. Our exten­sive resource base includes evi­dence-based inter­ven­tion briefs, video mod­el­ing of EBIs, and infor­ma­tion on select­ing and using EBI. Each of these resources has been devel­oped in col­lab­o­ra­tion with fac­ul­ty and stu­dents from a vari­ety of universities.”

Pos­i­tive Behav­ioral Inter­ven­tions & Sup­port (PBIS) is fund­ed by Depart­ment of Education’s Office of Spe­cial Edu­ca­tion Pro­grams. The broad pur­pose of PBIS is to improve the effec­tive­ness, effi­cien­cy and equi­ty of schools and oth­er agen­cies. Their web­site includes resources for teach­ers, resources for remote learn­ing, lists of PBIS for all 3‑tiers, and many oth­er resources.

This web page has RTI (Response to Inter­ven­tion) resources. Inter­ven­tions cov­er social-emo­tion­al tools, aca­d­e­m­ic tools, and par­ent-teacher com­mu­ni­ca­tion tools.

This doc­u­ment includes a list of Vol­un­tary Action Cen­ters with­in our com­mu­ni­ty. Each pro­gram or cen­ter includes infor­ma­tion on how to con­tact them for an appoint­ment or intake, their web­sites, phys­i­cal address­es, phone num­bers, and the ser­vices they provide.

This link con­tains all the resources list­ed on the NASP (Nation­al Asso­ci­a­tion of School Psy­chol­o­gists) web­site. Resource top­ics include Men­tal Health, Safety/Crisis, Spe­cial Edu­ca­tion, Diver­si­ty, and School Psychology.

This is a video focus­ing on trau­ma-informed strate­gies for sup­port­ing the return to school dur­ing the COVID-19. It gives us an overview of trau­ma, COVID-19 impact on trau­ma and dif­fer­ent groups, the cop­ing strate­gies to pro­motes resilience. Espe­cial­ly, it pro­vides schools, teach­ers, fam­i­lies, and stu­dents with rec­om­men­da­tions to help schools run­ning dur­ing COVID-19.

This is a web­site shar­ing the coach­ing con­sul­ta­tion slides. It intro­duces effec­tive con­sul­ta­tion meth­ods and the ways to roll with resis­tance. The prac­tices between con­sul­tants and teach­ers, par­ents are also list­ed as an example.

This is a class­room check-up feed­back form for teach­ers. It includes 4 big areas like class­room struc­ture, instruc­tion­al and behav­ior man­age­ment, and class­room cli­mate. All areas can be mea­sured by a degree bar rang­ing from “area of strength” to “needs attention”.

With sup­port from the Boone Coun­ty Children’s Ser­vices Fund, sev­er­al MU Cen­ters and orga­ni­za­tions recent­ly part­nered to cre­ate a free, search­able data­base of social ser­vice providers in Boone Coun­ty. The data­base pro­vides access to local social ser­vices (includ­ing tele­health ser­vices) such as child­care, food, hous­ing, job train­ing, and counseling. 

Turn neg­a­tive thoughts into pos­i­tive with the help of this down­load­able worksheet. 

Here are bul­let points list­ed for teach­ers to pay atten­tion to sui­cide pre­ven­tion for stu­dents and how they could help reduc­ing risk factors.

Specif­i­cal­ly focus­ing on cri­sis and sui­cide pre­ven­tion for LGBTQ groups, the source pro­vides Trevor life­line and addi­tion­al infor­ma­tion on help­ing with prevention.

The Nation­al Sui­cide Pre­ven­tion Life­line is a nation­al net­work of local cri­sis cen­ters that pro­vides free and con­fi­den­tial emo­tion­al sup­port to peo­ple in sui­ci­dal cri­sis or emo­tion­al dis­tress 24 hours a day, 7 days a week.

The fol­low­ing web­site con­tains the link for access­ing the toolk­it that helps with the suc­cess­ful grant writ­ing process.