Date & Time: Wednesday, March 11, 2026 at 11 a.m. ET

Students leave digital footprints that can signal distress long before a crisis���but research shows that 85% of threat assessment teams miss this critical data. Most student safety professionals lack systematic approaches to analyze social media data, which is where “digital leakage” often first appears.

This webinar equips district administrators with evidence-informed frameworks for recognizing and interpreting digital warning signs. Grounded in U.S. Secret Service best practices and Safer Schools Together’s Behavioral and Digital Threat Assessment^速油methodology, participants will learn how to identify patterns across online communications and integrate digital evidence into a comprehensive threat assessment.

Key Takeaways:

• Theory to Practice:油Operationalizing best practices to identify and act on digital warning signs using modern workflows.
• Timely Intervention:油Organizing, contextualizing, and assessing data that supports sound decision-making, early intervention, and defensible documentation.
• Beyond Reactive Responses:油Building proactive student support systems that capture critical online behavioral data.
• Optimized Threat Assessment:油Transforming existing threat assessment frameworks with the new Digital Threat Assessment and Management platform.

This school year, start identifying the crucial data that 85% of school safety teams miss to help reach students who are sharing online cries for help.

Sponsored by

The post Spotting Online Cries for Help: Early Intervention Strategies That Keep Students Safe appeared first on District 91心頭istration.

Common Sense Media released its updated in August for students in grades K through 8. It’s designed to meet the current digital and online landscape that students are challenged with today, and it’s free.

Hannah Martinson, professional development content designer for AI programs at Common Sense Media, says the new curriculum was created in response to the concerns of teachers and parents regarding the evolving tech landscape. Social media, in particular, is impacting the mental health of younger students.

“Kids always feel pressure to compare themselves to others, especially in the world of social media,” Martinson says. “Kids need to have a foundation to understand what they’re doing online, what their digital footprint is and also have the power to take control and make safer choices online.”

She points to some of the resources offered in the new curriculum that can help, which include:

• Nearly 150 lessons, including AI literacy, with a recommended scope and sequence for each grade.
• Family resources to reinforce responsible digital habits at home.
• Professional development resources for teachers.
• Interactive and play-based learning.
• A strong emphasis on mental health and well-being.

Eisha Buch, head of teaching and learning at Common Sense Media, says the curriculum also aims to teach kids four critical skills necessary for navigating the online world: critical thinking, prioritizing the human connection, curiosity and creativity. “These are critical to the well-being of young people,” Buch says.

Digital literacy and mental health

Technology is multifaceted, and it’s difficult to label it with a blanket statement like, “tech is good” or “tech is bad,” Buch adds. It depends on the context and how students are consuming media.

“I think there’s this overuse of tech that can lead to addiction or an imbalance in the way we are prioritizing other aspects of our lives, whether it’s sleep, developing human connections or physical activity,” Buch says.

The rapid evolution of AI is one reason students must fact-check what they see online. Last month, for example, Iowa Attorney General Brenna Bird about deepfakes���realistic images created by artificial intelligence often used to bully or harass others.

Students must also grasp concepts of cybersecurity. Kids tend to “overshare” sensitive information online, creating a digital footprint that cybercriminals can exploit.

“There’s a whole slew of online harms related to cyberbullying that can occur,” Buch says, adding that cybercriminals are becoming more sophisticated in their approach to threatening students and schools.

Another challenge is keeping parents and teachers current on the knowledge and tools to teach digital literacy. The new curriculum helps students build “foundational skills” for responsible online technology use, Martinson notes.

These skills include developing an understanding of your own online presence and monitoring your well-being through technology usage.

“It’s less about the specific technology and more about instilling the mindset and building digital literacy skills that are long-lasting and flexible,” Martinson says.

The post Digital literacy starts at home���but schools can help appeared first on District 91心頭istration.

Overall, 56% of Gen Z middle and high school students said they are ���thriving��� in their lives, compared with 39% of Gen Z adults. Moreover, 77% believe they have a great future ahead and 56% say they feel prepared for that future���a 12-point increase since 2023.

Engagement improves, but unevenly

The survey found 2025 marked the highest levels yet for school engagement, with the most growth among high schoolers. Half of students said school gives them the chance to do what they do best, up from 40% in 2023.

Some 78% said they had a teacher who made them feel excited about the future, up from 70% in 2023. Still, many students appear to be missing out on key experiences:

• About four in 10 said their coursework does not challenge them in a positive way.
• More than one in three students said they had not learned anything interesting in the past week.
• Only 21% reported that ���all��� or ���most��� of their teachers make content engaging, relevant and aligned to their learning needs.

Teacher enthusiasm plays a critical role, and as the report notes, “student engagement starts with teachers.” Yet only half of students said most of their teachers seemed excited about what they were teaching, and just 42% felt their teachers regularly made material interesting.

Reading habits, absenteeism raise red flags

Reading enjoyment correlates with academic performance, but 36% said they dislike reading, and 43% rarely or never read for fun. Compounding the challenges, just over half of students reported being assigned reading no more than once a week.

Attendance remains another pressing issue: 57% of students say they missed at least one day of school in the past month, and 18% missed three days or more. Mental health plays a significant role with 29% citing stress, anxiety or other issues as reasons for missing class.

What leaders can do to improve engagement

Leaders should focus on equipping teachers to create engaging classrooms, fostering a culture that connects coursework to the real world, the report advises. Other specific actions include:

• Expanding professional development on student-centered teaching strategies
• Assigning regular, meaningful reading across subjects
• Reviewing cellphone policies to minimize distractions
• Supporting programs that connect career pathways and post-secondary readiness

���Ensuring more students have these engaging experiences���and understanding the conditions that create a truly engaging classroom experience���will not only prepare students for their first job or college course after graduation but also give them the greatest opportunity to pursue purposeful and thriving lives,��� the report notes.

The survey offers both optimism and urgency. Engagement gains among high schoolers suggest further progress is possible, but many students still lack core experiences���engagement, strong reading habits and teacher enthusiasm���that drive long-term success.

For district leaders, the challenge is to build on the momentum of 2025 by ensuring every student has access to an enlightening, purposeful education.

The post Gen Z is more optimistic, if not fully engaged appeared first on District 91心頭istration.

Date & Time: Wednesday, October 1st油at 2 p.m. ET

Schools across the country are investing time and resources into Tier 2 mental health support���but how can you tell if they are actually working?

In this webinar, the director of mental health at Salem-Keizer Public Schools will share how his Oregon district is successfully implementing Tier 2 systems to support student well-being and growth. Together, we���ll uncover five common signs that your Tier 2 efforts may be off track���and how to course-correct with confidence.

The 5 indicators you���ll learn to spot and solve are:

1. The Shared Clarity Problem���When staff aren���t aligned on what Tier 2 means
2. The Capacity Problem���When not enough students are accessing support
3. The Effectiveness Problem���When interventions aren���t producing results
4. The Implementation Problem���When support isn���t delivered with fidelity
5. The Data Problem���When progress monitoring is missing or inconsistent

Hear real stories, strategies, and tools from a district leader who has navigated these challenges and created meaningful, measurable improvements for students. Whether you’re just getting started or looking to strengthen your current approach, this session will help you evaluate and improve your Tier 2 systems.

***Attendees will be able to safely download exclusive, ready-to-use tools to spot Tier 2 challenges fast and take confident, immediate action to fix them. 油

Speakers

Chris Moore, Ed. S, Director of Mental Health and Social-Emotional Learning, Salem-Keizer Public Schools (OR)

Dr. Clay Cook, Chief Development Officer, CharacterStrong

Kait Ahlbrandt, Ed.S., NCSP, EmpowerU

Sponsored by

The post Am I Doing Tier 2 Right? 5 Indicators to Ensure You���re Implementing Tier 2 With Confidence appeared first on District 91心頭istration.

Date & Time: Wednesday, June 4th at 2 p.m. ET

When young people are in distress, they are not able to learn to their full potential. Explore the mental health crisis facing adolescents today and what high schools can do to support students to thrive and succeed.

In this webinar, hear best practices from a non-profit to learn about the science of adolescent development and how district leadership, school leaders and educators can strategically strengthen key elements of students��� school experience that contribute to both well-being and academic success.

Key Takeaways:

• Demystifying Holistic Care: Learn the science of adolescent brain and emotional development to help educators understand how to positively approach adolescents and use their brain development as a superpower to empower them and support their mental wellness
• Research-based Support: What the latest research indicates for how to best support adolescents to thrive in school and in their transition to adulthood
• Actionable Strategies: How district leadership, school leaders, and classroom educators can support students��� well-being throughout the school day

Every student���every human���deserves to be supported to be well and do well. With the right approaches, you can make a difference in well-being while also supporting student engagement and motivation.

Speaker

Stefani Kauppila, Director, Product, Committee for Children (non-profit)

Sponsored by

The post Empowering Student Mental Wellness: The Science of Adolescent Emotional Development and School-Based Support appeared first on District 91心頭istration.

Date & Time: Tuesday, January 28th at 1 p.m. ET

The youth mental health crisis is challenging schools to provide better support for students at all levels. While current strategies often focus on universal Tier 1 supports or addressing urgent Tier 3 crises, Tier 2 interventions���a vital bridge between prevention and crisis management���remain overlooked in many systems. Implementing effective Tier 2 supports can help schools address students��� needs early, fostering resilience and success while avoiding costly and complex escalations.油油

In this webinar, leading school-based mental health experts from organizations including non-profits and a higher ed institution will provide insights on the critical role Tier 2 interventions play in supporting student mental health and practical strategies to bridge this gap effectively. 油

油Key Takeaways油

• Why Tier 2 Matters: Discover why 96% of school counselors agree the mental health crisis cannot be solved at Tier 3 alone and why Tier 2 remains a critical gap in school systems.油
• Research of The Barriers: Uncover insights from recent research highlighting the main barriers���time, tools, and resources���preventing schools from implementing effective Tier 2 interventions.油
• Actionable Steps: Learn practical, easy-to-implement strategies and receive access to a comprehensive toolkit designed to help schools establish streamlined Tier 2 supports that drive measurable outcomes and lighten the workload for school staff.油

Explore how schools can tackle systemic challenges and improve outcomes for students and educators.油

***Attendees will be able to safely download a toolkit with actionable, easy-to-implement steps to get started establishing a streamlined Tier 2 support system in their schools.油

Speakers油

Sharon A. Hoover, Ph.D.
Professor, University of Maryland School of Medicine, Division of Child and Adolescent Psychiatry
Co-Director, National Center for School Mental Health (non-profit)
Director, National Center for Safe Supportive Schools (non-profit)油

Amy L. Kennedy
Co-founder, The Kennedy Forum (non-profit)油

Erica Fener Sitkoff, Ph.D.
Chief Clinical Officer, FullBloom油

Katie Dorn, LSC, MFT
Co-Founder, EmpowerU油

Sponsored by

The post Solving the Tier 2 Puzzle: Supporting Student Mental Health Before a Crisis appeared first on District 91心頭istration.

These four K12 predictions reflect issues at the top of experts’ minds in K12 education, including a new take on academics that will allow superintendents to diversify learning pathways.

K12 prediction 1: Safety is student support

Safety will continue to be a key driver of student achievement, says CENTEGIX’s Chief Development Officer Roderick Sams. He warns that attendance and engagement will suffer if school leaders don’t eliminate safety concerns for students while they’re at school.

“School safety standards must be put into place to not only address incidents that occur on a daily basis, but also to support our students’ goals for the future,” says Sams.

Similarly, CENTEGIX director and former superintendent Jay Floyd says teachers want a voice in油school safety planning. Recent research shows that more than 40% of educators have considered leaving the profession over security fears.

“In 2025, we should do more to prioritize educator safety that enables teachers and staff to keep doing what they do best: educating and helping our students achieve,” says Floyd. “When school personnel are provided with protocols, tools and training, we see ordinary people do extraordinary things.”

K12 prediction 2: Looking beyond the AI hype train

Alarm over AI has dwindled significantly since ChatGPT was first released in November of 2022. Now, educators are paying more attention to its benefits and how it can be used in the classroom to support student learning.

Abbas Manjee, co-founder and chief academic officer at edtech provider Kiddom, says AI adoption is slowing down among teachers. That means superintendents in 2025 should consider comprehensive training for teachers on innovative uses of AI in the classroom.

“We’ll begin to see less flashy, yet equally useful benefits of AI begin to emerge,” says Manjee. “As high-stakes testing becomes less relevant, districts can rely on AI to provide insights on the real-time data generated from curriculum-based assessments.”

More from 91心頭: Education policy: How it will shift under new administration

Andrew Goldman, executive vice president at HMH Labs, predicts that generative AI and other cutting-edge technologies will be instrumental in building solutions that optimize classroom support.

“We will see more technology that can help educators understand the past to edit materials in the present, to accelerate teachers planning for the future,” says Goldman.

K12 prediction 3: A new take on academics

School leaders will work to diversify油learning pathways for students, including robust plans that let students obtain work-related skills before college. Amy Miller-Weiland, vice president of professional services and learning and development at YouScience, predicts schools will expand CTE offerings to meet the growing needs of students as industries demand skilled workers.

“As more industries���including manufacturing, automotive, logistics and healthcare���experience a growing need for skilled workers, successful CTE programs are gaining recognition and prioritization nationwide,” says Miller-Weiland.

Expanding CTE pathways leads to deeper alignment with workforce pipeline demands, she adds.

Additionally, we’ll see a shift toward greater district-level autonomy as states reassert their local control over education standards, predicts Manjee.油 This will result in a continued and renewed focus on “quality content.”

“Science of reading legislation will continue to be passed and enforced among states���with high-quality math programs following closely behind,” says Manjee. “Districts will look to adopt long-term, high-quality materials that are both aligned with state standards and resonate with the unique identities of their communities from a content perspective.”

K12 prediction 4: Student mental health

Student mental health continues to be a priority for school leaders going into 2025, says Francie Alexander, senior vice president of efficacy and consulting research at HMH. She advises leaders to think about the “three R’s”���respect, resiliency and responsibility���as crucial to fostering a supportive environment for students.

“Respect will be the foundation, encouraging students to value themselves and others, and creating a culture of empathy and understanding,” says Alexander. “Resiliency will empower students to overcome adversity, teaching them to bounce back from setbacks and develop a growth mindset. Responsibility will instill a sense of accountability, helping students take ownership of their actions and contribute positively to their communities.”

On a similar note, Karyn Lewis, vice president of research and policy partnerships at NWEA, says mental health support is integral to bolstering academic support for students. For instance, the NWEA’s latest research shows that middle schoolers who spent their early literacy years navigating the pandemic’s disruptions are experiencing some of the most persistent challenges in the classroom.

“Addressing academic gaps alone is not enough,” says Lewis. “The mental health toll of the pandemic on students remains significant, and comprehensive mental health support is also essential to help students re-engage fully in their learning.”

The post 4 K12 predictions to help you lead effectively in 2025 appeared first on District 91心頭istration.

Political discussions can evoke strong emotions, leading to feelings of anger, sadness or unease. For educators, supporting students in managing these emotions is necessary to foster a healthy learning environment.

Drawing insights from resources like the and the here are effective strategies teachers can use to help students���and themselves���navigate election-related stress.

Own your feelings

It���s normal to feel a range of emotions after a major event. The first step in helping students manage their emotions is encouraging them to recognize and own their feelings.

Educators can create a safe space for students to express these feelings, reinforcing that they are valid responses to complex social and political landscapes. By facilitating discussions about what triggers these emotions���such as social media, news articles, or classroom debates���teachers can guide students toward constructive responses.

Practice mindfulness

Anxiety often arises from worrying about the future, which can distract students from engaging fully in the present. Teachers can incorporate mindful practices into their classrooms to help students focus on the here and now.

Simple techniques such as deep breathing exercises or short meditation sessions can ease anxious feelings. Encouraging students to reflect on their immediate surroundings and practice being present can empower them to tackle all challenges more effectively, in and out of the classroom.

Focus on what you can control

In times of uncertainty, it���s vital for students to shift their focus to what they can control. Teachers can help students identify small, actionable steps they can take in response to the political climate. This could involve participating in school debates, volunteering for community service or engaging in small acts of kindness.

By creating opportunities for students to feel empowered���such as organizing a class project related to civic engagement���teachers can reinforce a sense of agency, helping students embrace civic responsibility with confidence.

Monitor media consumption

Media consumption plays a significant role in shaping students’ perceptions of political events. Teachers can help students evaluate the media they consume by discussing how certain sources make them feel.

More from 91心頭: How education policy will shift under new administration

Encouraging students to take note of their emotional responses before and after engaging with news can help them develop healthier media habits. Educators can also recommend objective means of research and reliable sources of information, promoting a balanced perspective while avoiding overwhelming news cycles that contribute to anxiety.

Set boundaries

Establishing boundaries around political discussions can be beneficial for students. Educators should model healthy communication habits by encouraging students to step away from conversations that feel too heated or biased.

Creating classroom norms that prioritize respect during open dialogue can foster a more positive environment. Teachers can also remind students that it���s OK to take breaks from political discussions.

Provide accessible support for all students

Most schools can offer targeted mental health resources and specialized support systems that address the diverse needs of all students. Implementing school-based mental health programs can be instrumental in reducing anxiety and depression, particularly for those who may have limited access to other resources.

By providing accessible mental health support within the school setting, educators can help meet students’ emotional needs in a familiar and supportive environment.

Foster inclusive environments

Creating an inclusive environment that values diversity is essential in mitigating stress. Teachers can play a pivotal role in fostering a culture where all voices are heard and respected. This involves navigating personal biases and promoting equitable practices in the classroom.

When students feel safe, supported and understood, they are better equipped to engage in any challenging conversation. Educators should strive to cultivate a classroom atmosphere that prioritizes empathy and understanding. Sometimes, this means diverting and de-escalating discussion between students that may have turned tense.

Navigating election-related stress requires a multifaceted approach involving both educators and the broader school community. In the classroom, teachers can foster a sense of stability and inclusion, while schools can provide accessible mental health resources to support students beyond the classroom.

Together, these efforts create an environment where students feel heard and equipped to process their experiences. By encouraging students to use these strategies, teachers can help cultivate a healthier mindset. Remember, taking a step back when needed is perfectly acceptable, and supporting students��� well-being should always come first.

The post Election-related stress: How to help students manage anxiety appeared first on District 91心頭istration.

���I���ll never forget, my first week on the job I asked about our graduation rate,��� says Shuldiner. ���They told me, ���So many of these kids are gone and we don���t know where they are.������油

However, he knew the district could do better. In fact, the district incorporated a new position specifically designed to reach these ���lost��� students: the graduation specialist.油

Reaching students through intentionality油

Similarly, the district���s dropout rate has shrunk to single digits for the first time, measured at 6.62% for the 2023-24 school year���compared to 17.35% when Shuldiner arrived at Lansing.���油

���That is astronomic. It is unheard of, and we���ve done that because we have focused diligently on supporting our students where they are, supporting our faculty to help our children, and creating new systems and structures that are devoted to making sure that our children graduate,��� Shuldiner explains.油

One of those strategies includes graduation specialists whose sole focus is supporting individual children and seeing that they graduate. That includes making home visits, sitting down with families and even stopping by a student���s place of work to check in on them.油

���We���ll find kids that are working and we���ll go right to their place of business,��� he says. ���We���ll go to the McDonald���s or Walmart or CVS, wherever they���re working and say, ���Look, you haven���t finished. What can we do to figure it out?��� We���ve even talked to their bosses. It���s been amazing. Everybody wants their children to succeed.���油

Such intentionality makes these intervention efforts possible, even in a district like Lansing with more than 10,000 students across 25 schools. Shuldiner says every school employee油 has a connection to a child, and if everyone is on the same page, ���you can move mountains.���油

Giving students a second chance油

Lansing���s graduation specialists came across several students who were off by one credit or didn���t take a class due to a scheduling error. The specialists went through the system to schedule those students appropriately.油

Additionally, the district implemented robust credit recovery for students who may have failed one or two classes. Students can spend a weekend catching up on a single class at a 200-acre, off-site environmental education center.油

���A child would go up on a Friday, they���d work throughout the weekend and learn what they needed, they���d re-engage and make up all of this work,��� Shuldiner explains. ���You���re talking about 16 hours, 20 hours of work they���re making up. Then, they take either a test to show that they���ve learned it or some sort of performance-based assessment.���油

More from 91心頭: Why this superintendent aims to ���push the genius in every child���

And if that���s not enough, students can participate on Saturday, spring and winter break schooling or attend an alternate education program at the Lansing Learning Hub. There, students can do online work and receive wraparound services from social workers, school counselors and therapists.油

���What we���ve seen is kids that had disengaged from the school district, those who didn���t want to be in brick and mortar or large high schools, loved the fact that they could go to the Lansing Learning Hub where they could work online, but in a physical building with counselors, with support, with people holding them accountable,��� he says.油

Keeping leaders involved油

Principals play a key role in re-engaging students and boosting graduation rates, says Schuldiner. Every month, he and his graduation specialists meet with high school principals to assess how student performance.油

���We put students on the computer screen and go through every single one of the children who we want to see graduate,��� he says. ���We ask [principals], ���How are they doing? What are they doing? What programs are they involved in?��� Because then every principal and their team take ownership of every child that is supposed to graduate.���

Then, once a month, all school-based graduation specialists油meet with Shuldiner and district-level graduation specialists to present their ���up-to-the-minute��� numbers on who���s on track to graduate and what support they need.油

���It���s been incredible,��� he says. ���Every month now, all the schools come with their people. It���s not just from our three big high schools but the alternative ed program, as well as our online school. Each one of them is going to be held accountable.���油

���I think what we have done is replicable,��� he adds. ���I think what we have done can be done throughout the country.���油

Shuldiner encourages other leaders who are working to improve graduation rates to not be overwhelmed by the numbers. Instead, start small, get a sense of the problem and ensure your data is correct so you can reach the right children.

From there, make sure everybody ���and I mean everybody,��� believes that the kids can succeed, he adds. ���Because when you do that, then you���re looking at this problem in a positive and not a deficit-thinking model,��� he says.油

The post How this district improved graduation rates by 25 percent���and how you can, too appeared first on District 91心頭istration.

District 91心頭istration油recently sat down with Pilch to learn more about her district’s and how other leaders can replicate it.

Note: The following transcript has been edited for clarity and brevity.

Let’s start with some background. When was油your district’s cell phone policy implemented and what are the specifics?

Our district’s cell phone policy was established in 2009 and updated in 2019 to regulate cell phone use and limit classroom distractions and disruption during instructional time. With the onset of the 2024 school year, we re-committed to our existing policy to restrict cell phones from being out in our high school classrooms. During instruction, their phones are put away. In between classes and during lunch time, they’re free to use them.

High school teachers and administrators agreed to come together to consistently enforce the cell phone policy and procedures. This allowed us to lead productive conversations with high school students about keeping phones out of class. If the phone is out in class, the teacher asks the student to put it away. If the student needs to be reminded, an administrator is called to the classroom and the phone must be picked up by the parent.

In our K8 classes, students are not allowed to use phones at all during the school day. Phones are not an issue in our elementary, K8 or middle schools.

Districts around the country are implementing similar smartphone policies, citing concerns over mental health and classroom disruptions. How has your policy impacted your schools?

Our policy has increased student engagement in the classroom by reducing distractions and creating a more focused learning environment in our classrooms. Students are participating more actively in lessons and discussions.

There has been no significant backlash because students still have the opportunity to check their phones during passing periods and lunch. Students comment that they feel valued and it is a fair policy. Our students do understand that phones in the classrooms are a disruption. They seem to realize our expectations are reasonable.

Do you have any advice for leaders who have yet to adopt such a policy? Where can they start to develop one and what should those discussions look like?

Start by gathering input from administrators, teachers, students and parents to understand their concerns and expectations. This approach ensures the policy addresses everyone’s needs and gets buy-in from all.

Focus discussions on how limiting phone use can enhance learning in the classroom, which is the priority, and possibly allow phone access during breaks. Finally, keep your board of education informed and in the conversation.

The post You may want to borrow this district’s successful smartphone rules appeared first on District 91心頭istration.