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.

For teach­ers, school fac­ul­ties, admin­is­tra­tors who might look for strate­gies on reopen­ing and renew­ing the school com­mu­ni­ty under the impact of a pan­dem­ic, this resource could be applied as guidance.

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…

These two Pow­er­Points cov­er infor­ma­tion about work­ing with stu­dents with anx­i­ety in the class­room in Pri­ma­ry, Ele­men­tary, and Sec­ondary schools, how it impacts learn­ing, and tools to pre­vent anx­i­ety or help to alle­vi­ate anx­i­ety in the class­room. This resource was…

These two Pow­er­Points explain what Dis­rup­tive Behav­ior looks like in Pri­ma­ry, Ele­men­tary, and Sec­ondary schools, how it impacts learn­ing, and tools to pre­vent dis­rup­tive behav­ior. 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…

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…

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.