Interventions in Schools with Students
Supporting our students’ mental health through developmental skill-building programs
The quality of school climate is a significant predictor of student success, both academically and socially. The NYS Mental Health Mandate, enacted July 1, 2018, promotes the inclusion of instruction related to Mental Wellness into the health curriculum in secondary schools, and infused into daily instruction at all levels, Pre-K-12. Schools are encouraged to adopt an evidence based Social Emotional Learning (SEL) Program and provide additional Tier 1 interventions to the entire student population.
Seven major areas of focus for student mental health initiatives include:
- Implementing Evidence Based Social Emotional Learning Programs
- Creating Building Level Initiatives and Strategies
- Supporting SEL Skills and Concepts Building-Wide
- Using Mental Health Screening /Assessments
- Addressing Child Sexual Abuse: Erin’s Law
- Responding to Student Death and Trauma
- Monitoring Technology Use
Oceanside High School's Wellness Center
Oceanside Schools
Welcome to our Wellness Center! These short presentations are intended to give an overview of the various components of Oceanside High School’s new Wellness Center. Staffed by a full-time school psychologist who serves as the coordinator, this innovative Wellness Center is designed to break down the stigma surrounding discussions of mental health and wellness by building a community of connection, collaboration, psychoeducation, help-seeking and fun. There is an emphasis on evidence-based education through partnership between school & community experts delivering support to students, parents, & staff. This presentation aims to provide its audience with practical ideas/examples of ways that every school can implement increased connectedness, access to mental health support, and collaborative quality psychoeducation in a positive and resilient learning community.
Communicating our SEL Continuum
Center Moriches Schools
The common thread between the District’s mission and philosophy of Social-Emotional LearningSEL in all schools is the focus on educating the whole child. The CASEL Framework takes a systematic approach that emphasizes the importance of establishing equitable learning environments and coordinating practices across four key settings: classrooms, schools, homes and communities.
Throughout the District’s three school buildings, staff members focus on positive, responsible and healthy decision-making. Students are encouraged to form positive peer relationships, participate in effective conflict resolution, and are held to high standards of academic and social responsibility, and accountability. At the secondary level, the advisory programs serve as a catalyst to further promote these goals. Additionally, the development of emotional intelligence, self-awareness, self-management, self-respect, self-confidence, and independence are highly supported.
Partnership in Education and Resilience (PEAR)
Center Moriches Schools - Slideshow/Article
Over the last few years, across the country momentum has increased because the research has confirmed our instincts about what is important, and we see all sectors, including parents, employers, principals, teachers, and the STUDENTS THEMSELVES who are screaming: WE BELIEVE SEL IS CRITICAL. In alignment with all of this research, our Board of Education Goals on Social-Emotional Learning and Diversity, Equity & Inclusivity and what our team of educators knows about our Center Moriches students, we have implemented a mechanism for student voice, utilizing the PEAR Holistic Student Assessment Tool & SDQ.
The PEAR Screener is our mechanism for student voice and we continue to strengthen what we’ve learned in our initial administration and our multiple measures to support students at the individual, class and building levels. Read More
Developing SEL Skills through Music Improvisation
Adelphi University, Psychology Dept. - Article
Original Art, Original Writing, Original Music
by James Oshinsky, PhD. & Mary Knysh
There is a fundamental difference between the way art and creative writing are taught in public schools and the way that music is taught. From the earliest grades, original expression is encouraged in art and writing, but there is not the same opportunity in musical expression, either individual or social. This can be remedied with increased training in the area of music improvisation for teachers. Group music improvisation, which might take the form of drumming, singing, or instrumental play, draws on sets of social skills that are often the focus of social emotional learning interventions. When embedded in musical tasks, the skills are enacted in engaging and enjoyable ways. Self-awareness, social awareness, relationship skills and responsible decision-making are all part of coordinated music improvisation. Suggestions for classroom implementation are given, with extensions from the earliest grades to the performing ensembles of band, orchestra and chorus at high school and college levels.
School-to-Community Program
Center Moriches Schools
Recognizing that every student in Center Moriches School District should have the opportunity to realize the real-world application of the curricula provided in their instructional program, the District has developed a School-to-Community program.
In Center Moriches School District, through our International Baccalaureate Programmes, we aim to develop internationally minded people, who recognize their common humanity and shared guardianship of the planet, and help to create a better and more peaceful world. We recognize that our community partners play an important role in the development of our students as global citizens.
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