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鈥攔ealistic 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鈥攂ut schools can help appeared first on District 91看片istration.

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

Schools across the country are investing time and resources into Tier 2 mental health support鈥攂ut 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鈥檒l uncover five common signs that your Tier 2 efforts may be off track鈥攁nd how to course-correct with confidence.

The 5 indicators you鈥檒l learn to spot and solve are:

1. The Shared Clarity Problem鈥�When staff aren鈥檛 aligned on what Tier 2 means
2. The Capacity Problem鈥�When not enough students are accessing support
3. The Effectiveness Problem鈥�When interventions aren鈥檛 producing results
4. The Implementation Problem鈥�When support isn鈥檛 delivered with fidelity
5. The Data Problem鈥�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. 听

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鈥檙e Implementing Tier 2 With Confidence appeared first on District 91看片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鈥� 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鈥� well-being throughout the school day

Every student鈥攅very human鈥攄eserves 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看片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鈥攁 vital bridge between prevention and crisis management鈥攔emain overlooked in many systems. Implementing effective Tier 2 supports can help schools address students鈥� needs early, fostering resilience and success while avoiding costly and complex escalations.听听

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. 听

听Key Takeaways听

• 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.听
• Research of The Barriers: Uncover insights from recent research highlighting the main barriers鈥攖ime, tools, and resources鈥攑reventing schools from implementing effective Tier 2 interventions.听
• 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.听

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

***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.听

Speakers听

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)听

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

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

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

Sponsored by

The post Solving the Tier 2 Puzzle: Supporting Student Mental Health Before a Crisis appeared first on District 91看片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鈥攁nd themselves鈥攏avigate election-related stress.

Own your feelings

It鈥檚 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鈥攕uch as social media, news articles, or classroom debates鈥攖eachers 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鈥檚 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鈥攕uch as organizing a class project related to civic engagement鈥攖eachers 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看片: 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鈥檚 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鈥� well-being should always come first.

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This week’s RAND Corporation , which focuses on high school, cites educators who warn that teens continue to struggle with “anxiety, depression, apathy, and communication skills” even as districts have expanded on-campus mental health counseling and other care programs.

RAND’s multi-year SEL study offers insights into staffing, high school-specific social-emotional learning practices, district-level support and equity-oriented practices.

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“School practices that support social-emotional well-being for high school students include team meetings, advisory periods, collaboration with outside mental health agencies, professional development for teachers, and connections between academic content and college and career readiness initiatives,” the report’s authors assert.

“Challenges at the district level include staff churn, disorganization and lack of support from central office leadership,” the authors add.

SEL expansion

To bolster social-emotional learning in high school, the report recommends superintendents and their teams:

• Find sustainable funding for mental health specialists.
• Hire principals, district leaders and support staff trained and competent in SEL.
• Conduct a district-level social-emotional well-being audit and use the results, alongside other formal and informal SEL data, to drive future initiatives.
• Design districtwide SEL plans that contain programs designed specifically for high school students and that focus on depression, anxiety, apathy and communication skills.
• 听Ensure that SEL initiatives provide individualized support for students of color, females and LGBTQ+ students; incorporate districtwide diversity, equity and inclusion efforts; and connect with equity-oriented clubs and safe spaces.

More 91看片 coverage

A look at the latest news in student well-being and behavior from听District 91看片istration:听

More parents now support banning cell phones at school听

Fewer phones in class means students would develop stronger social skills, the majority of adults said in a new survey.

Student mental health: Teens are feeling a little better

The latest data from the CDC’s Youth Risk Behavior Survey show that slightly fewer teens in 2023 reported persistent sadness or hopelessness, compared to two years prior.

The post SEL in high school: How K12 leaders provide better support appeared first on District 91看片istration.

However, discussions around educational reform and student success rarely address teacher wellness. Prioritizing educator wellness is essential for teachers鈥� health and creating effective learning environments and supporting sustainable, high-quality education.

Understanding educator wellness

Educator wellness encompasses the physical, emotional, mental and social health of teachers. Teaching demands ongoing emotional labor, intellectual rigor, and relationship-building.

Beyond classroom hours, teachers engage in lesson planning, grading and professional development, often extending their work into personal time. These demands can lead to burnout, stress and exhaustion, underscoring the need for a holistic approach to teacher well-being that acknowledges the interconnectedness of their professional and personal lives.

Impact of wellness on student outcomes

Teacher wellness directly influences student learning. Research shows that teachers under stress are less effective and struggle with classroom management and engagement, which can negatively affect students’ academic and emotional well-being.

Conversely, healthy teachers create more supportive and effective learning environments, fostering student motivation, academic achievement and a sense of community. Additionally, teachers model behavior for students. Observing teachers who manage stress and maintain healthy lifestyles can encourage students to develop resilience and emotional intelligence, skills valuable both in and out of the classroom.

Consequences of neglecting educator wellness

The neglect of educator wellness has profound consequences, including high rates of teacher absenteeism, turnover and even early retirement. Frequent teacher turnover disrupts education continuity, strains school finances and lowers morale. Overworked and unsupported teachers are more likely to leave the profession, which can lead to hiring less experienced staff, further diminishing education quality and perpetuating instability.

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Teachers lacking wellness support may also face mental health challenges, such as anxiety, depression or substance misuse, especially in under-resourced or high-stress environments. Without accessible mental health resources, these issues can worsen, leading to further burnout and turnover.

Addressing educator wellness: Strategies and solutions

To enhance educator wellness, schools, districts, and policymakers must prioritize support systems that address both systemic and individual factors affecting teachers鈥� well-being.

• Workload management: Heavy workloads are a primary source of teacher burnout. Schools should assess teacher responsibilities and aim to reduce administrative tasks, streamline grading and increase planning time. These measures allow teachers to focus on teaching rather than paperwork, promoting a healthier work-life balance.
• Professional development and support: Professional development should include wellness training equipping teachers with stress management and resilience skills. Schools can offer workshops on mindfulness, time management and self-care. Mentorship programs pairing experienced teachers with new staff can also reduce isolation and create a supportive community.
• Access to mental health resources: Access to mental health support is critical for addressing teaching’s emotional demands. Schools should provide counseling services, mental health days, and employee assistance programs. A culture that normalizes mental health care within the profession can reduce burnout and improve retention.
• Building a supportive school culture: A supportive school culture is essential for teacher well-being. School leaders play a key role in fostering a respectful, communicative environment where teachers feel valued. Recognizing teachers鈥� efforts, promoting collaboration and encouraging open communication contribute to higher satisfaction and reduced burnout.
• Work-life balance: Policies that promote work-life balance are critical. Schools can discourage after-hours work by limiting email communication after certain hours and providing sufficient in-day planning time. Encouraging teachers to take personal time and vacations also prevents burnout and supports long-term wellness.

Supporting wellness through a turkey trot

One creative way educators can support wellness in their schools and communities this season is by organizing a “turkey trot”鈥攁 fun, inclusive run or walk event often held around Thanksgiving. Turkey trots promote physical activity, bring together students, staff and families, and foster a sense of community.

By leading this event, educators model the importance of staying active and taking breaks to enjoy physical exercise outside the classroom. Beyond promoting fitness, turkey trots can also raise funds for wellness initiatives within the school, such as mental health resources, fitness equipment or wellness workshops for both students and staff.

has partnered with Snorkl to do just that. All are welcome鈥攅ducators, families, and friends! Register today, and let鈥檚 make this Thanksgiving a time to celebrate wellness, learning, and connection. It鈥檚 your race, your pace鈥攔un or walk anywhere.

Educator wellness is integral to educational quality and sustainability. Well-supported teachers are more effective, more likely to stay in the profession and better equipped to inspire students. Prioritizing educator wellness benefits both teachers and students, creating a healthier educational system. Schools, districts and policymakers must work together to support teacher well-being, recognizing that healthy teachers are essential for a thriving education system.

The post Educator wellness: How to keep it top of mind appeared first on District 91看片istration.

The first focuses on equity-centered design, which helps leaders identify Social, Emotional, and Academic Development assessments that value students’ assets and recognize the impact of systemic inequities on students’ experiences. For instance, are you using assessments that focus on students’ assets and recognize their contexts and cultural identities?

The next section covers the purpose and context in which a SEAD assessment should be used. There are many different assessments in the SEAD space, each designed to achieve various outcomes. Here are a couple of things to consider:

• Assessments that lack clear guidance about the context in which they should be used. While some districts with SEAD experts may feel comfortable incorporating these, districts that lack such resources may not.
• Assessments that do not have an appropriate research-based purpose. For instance, the purpose of a SEAD assessment should not be the diagnosis of students.

The third section centers around validation and technical quality. This will help leaders understand the key considerations for identifying assessments that will produce reliable results.

District leaders should ask questions like:

• Are the items written with language appropriate for the intended audience?
• Was the assessment piloted with diverse participants?
• Is the assessment reliable across diverse groups of respondents?

More from 91看片: Book bans are surging after last school year

And finally, the last section focuses on connecting policy and practice changes. Leaders can use this to identify assessments and how to use assessment data to inform decision-making.

One of the most important steps in this area includes engaging with your teachers when implementing SEAD assessments. Currently, many developers recommend that teachers take time to reflect on current practices, change classroom procedures and build relationships with students and families in response to assessment results.

However, this can be an overwhelming ask. Instead, leaders should find ways to ensure teachers are supported in SEAD efforts rather than adding additional burdens.

You can read EdTrust’s recommendations for each of the sections mentioned in its comprehensive report .

The post Social-emotional assessments: Things you need to know before implementation appeared first on District 91看片istration.

With heightened emotions, it’s easy to predict that this election tension will permeate into our communities, schools and even the minds of our youngest citizens. At a time when schools are already grappling with a mental health crisis, this uncertainty only exacerbates the challenges students face.

The reality of mental health in schools is undeniable: issues are rising at unprecedented rates, leaving educators, parents and students struggling to cope. In fact, recent reports show that 70% of public schools have reported an increase in students seeking mental health services since the pandemic, and one in five children now suffers from a mental health condition such as anxiety or depression.

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For some of these students, the emotional toll of the last few years has translated into absenteeism, poor academic performance and escalating behavior problems. In many ways, our schools are ground zero for the nation鈥檚 growing mental health crisis, yet they are also the best positioned to address it.

Schools are where students spend the majority of their waking hours, making them ideal places to intervene and ensure every young person has the tools they need to succeed鈥攏ot just academically, but emotionally. Schools are uniquely positioned to notice when something is wrong with a student and to act quickly.

From school counselors and teachers to administrators and staff, schools offer the most consistent touchpoint for students struggling with mental health challenges. Yet, as the demand for mental health services in schools skyrockets, funding is being cut. With decreasing enrollment due to shifting population trends and the expiration of COVID-19 relief funds, many districts are forced to make difficult decisions about what services to prioritize.

We can鈥檛 afford to let mental health support fall by the wayside. Research shows that students who receive emotional and behavioral support in schools are more likely to attend class regularly, engage with learning and graduate. These supports don鈥檛 just help students in the short term鈥攖hey lay the groundwork for lifelong resilience.

There are mental health programs available specifically designed to help students learn how to regulate their emotions, set goals and manage the stress and uncertainty that inevitably come their way. These aren鈥檛 just nice-to-haves; they are essential skills every student needs to navigate a world full of increasing complexity and challenges.

But it鈥檚 not just about the students. Educators are facing their own struggles in the current climate, with rising levels of burnout, stress and overwhelm. When educators are supported and have the tools to build their emotional resilience, they are better equipped to help their students. It is vital to support America鈥檚 teachers with critical training and resources that help them foster their well-being, ensuring they can be at their best when supporting their students.

Schools are not just institutions for academic learning; they are communities where emotional and social development happens every day. For many students, school may be the only place where they feel seen, supported and safe. By ensuring mental health programs are prioritized, we can create environments where all students have the opportunity to learn not just academics, but the life skills needed to manage stress, develop resilience and thrive in uncertain times.

This election season, amid all the rhetoric and debate, there is one thing we cannot afford to overlook: the mental health of America鈥檚 young people. Regardless of the outcome, schools will deal with the fallout for years. We must invest in proven mental health supports鈥攂ecause when we take care of students’ mental health, we鈥檙e setting them up for success in both school and life.

The time to act is now. Our students deserve better and so do the educators and families who support them. Let’s ensure that mental health remains a top priority, no matter which way the election turns.

The post Make mental health a top priority regardless of election results appeared first on District 91看片istration.

Over the past five years, children have experienced increased screen time, social isolation, school closures, familial financial hardships and limited healthcare access. These challenges collectively created a state of heightened emotional and social distress for young people.

In addition, ethnic and racial discrimination became more common for minority groups. Asian American families faced increased challenges due to higher rates of bullying and harassment and Latino families suffered high job loss rates. In addition, BIPOC children were significantly more likely to experience the death of a parent or caregiver than their White peers.

Generative AI: How to keep ‘humans in the loop鈥�

To more fully understand students鈥� well-being and the impact of the pandemic on the mental health of minority students, we analyzed fifth graders鈥� responses to the from 2019 and 2022. Analysis revealed significant differences in emotional well-being and distress among elementary students from various racial and ethnic backgrounds. The data indicated that overall emotional well-being worsened through the pandemic, with notable variations across different racial and ethnic groups.

The findings identified a mental health and well-being gap that calls for a change in educators鈥� practice. School districts can take the following three actions to aid educators in addressing students鈥� mental health needs:

1. Enhance educators鈥� cultural responsiveness

The study underscores the need for educators to develop cultural responsiveness. This means understanding and incorporating diverse cultural perspectives and addressing the full spectrum of diversity in educational interactions.

Culturally competent teachers who adopt responsive teaching practices can significantly impact students’ success and help address disproportionality in education. Educators can enhance their awareness by fostering cultural connections, increasing partnerships and addressing biases. Professional development in cultural responsiveness can shift perspectives on how educators influence disproportionality and contribute to closing achievement and well-being gaps.

2. Increase mental health support in schools

The study highlights a rise in distress among elementary students and an increased need for mental health services. Hospital emergency department visits for mental health issues among children rose significantly from 2019 to 2020.

Federal funding from the CARES Act and American Rescue Plan has supported additional school counselors and social workers but the need for equitable mental health support remains critical. Targeted funding and training for school-based mental health services are essential to address the disparate effects of the pandemic on BIPOC students.

3. Implement social-emotional learning in elementary schools

The increase in student distress and emotional challenges points to the need for systemic SEL interventions. SEL helps students develop healthy identities, manage emotions, show empathy, maintain supportive relationships and make responsible decisions.

Research indicates that students engaged in online learning during the pandemic reported poorer mental health and increased symptoms of depression compared to those who attended in-person classes. Integrating SEL into schools can improve mental health, academic performance and overall well-being. Implementing SEL programs becomes increasingly crucial as parents, staff, and students prioritize student well-being.

The post Student mental health: 3 ways to address the well-being gap appeared first on District 91看片istration.