1. Develop a PBIS intervention system. Support a team of staff in researching and integrating culturally responsive programs such as the CASEL framework for wellness supports.

2. Enhance data systems by building data pipelines.

• Modify student information systems (SIS) to capture mental health data; improve reporting mechanisms to receive timely reports. Implement data collection efforts for all students to ensure strong systems to monitor early warning signs of emerging SEL needs,
• Leverage tools such as the NJDOE school climate survey to gather feedback from stakeholders. Provide survey translations and accommodations to support families with language and literacy needs.

3. Integrate SEL concepts into the academic curriculum.

• Set up teams to review current curriculum sequences to identify areas to better incorporate SEL concepts.
• Provide staff with training and supports to revise instructional practices and support services to be asset- rather than deficit-oriented and personalized to better meet students’ individual needs.
• Redesign student assessments to emphasize diverse ways of thinking and problem-solving.
• Actively engage students in culturally and linguistically relevant learning experiences.
• Engage family members with SEL concepts and provide information on supporting students at home. Set up processes and identify personnel responsible for using a variety of strategies to connect with family members, such as email/text messages, newsletters, blog posts, virtual meetings, and social media. Ensure culturally and linguistically appropriate engagement with families.

4. Establish building-level wellness teams to address the SEL needs of both students and staff.

• Develop protocols for identifying and supporting students who may be experiencing social, emotional, behavioral, and/or mental health challenges.
• Identify or hire staff such as: a district wellness coordinator, social-emotional learning specialist, registered nurse, school counselor, student assistance counselor (SAC), licensed mental health professional, child study team (school social worker or school psychologist), etc. to:
  • Provide technical assistance and direct support to/in schools.
  • Act as liaison and lead cross-sector collaboration and committees that guide school mental health efforts.
  • Conduct asset mapping to develop and update guidance documents and resources.
  • Provide direct support/services to students.

5. Partner and engage with community stakeholders, including parents and caregivers, to meet students’ social and emotional needs.

• Offer parent education programs, in multiple languages and scaffolded to address different levels of interest/engagement, focused on helping family members be more involved and supportive of their children’s education and mental health, including families of students from special populations such as English language learners, special education, and homeless/migrant. Provide training on computer literacy. Provide childcare coverage and refreshments to encourage families to attend (where appropriate and taking all community health provisions into consideration).
• Build connections with community counseling services to offer services at school sites.
• Bring in outside consultants with expertise in treating emotional distress and trauma to educate school staff on identifying early warning signs of emotional distress.
• Develop a home visiting program that addresses students’ academic, social, and emotional needs and the cultural and linguistic needs of students and their families.
• Ensure that families who might have language or technological challenges have the support they need to access resources through the school and/or community. Provide interpreters as needed.

6. Design systems, policies, and procedures that reflect restorative practices or other non-exclusionary disciplinary practices rather than punitive actions:

• Examine current disciplinary policies and data to identify inequities in who is most impacted by the policies and how effective the disciplinary actions are in achieving desired outcomes. Conduct an analysis of your comprehensive school mental health system quality by completing the School Mental Health Quality Assessment.
• Work with internal and external stakeholders (such as teachers, administrators, psychologists/social workers, families, law enforcement, and consultants) to develop a set of policies built around positive restorative philosophies.
  • Train teachers/staff on implementing new policies.
  • Collect data over time to assess the impact of new policies and revise as needed.
  • Frame restorative practices within a cultural context.
  • Provide educator professional development in identifying and mitigating biases and implementing trauma-informed and healing-centered instructional and leadership practices.

7. Ensure that all staff are trained in and appropriately implementing an LEA’s multi-tiered system of supports for students’ social and emotional needs.

• For students needing more intensive support, utilize existing school mental health professionals (i.e., school counselors, social workers, psychologists) or contract with local mental health providers to provide direct mental health services such as small group counseling and therapy. Integrate progress monitoring into the school day.
• Conduct individual, targeted, culturally-relevant assessments/evaluations by licensed professionals (e.g., BASC-3, SDQ, etc.) to identify needs for Tiers 2 and 3 supports.
• For students with needs requiring intensive interventions (Tier 3): Use a data-driven and collaborative process to identify needs, review, create processes, and implement supports for student mental health such as:
  • Individualized interventions to teach students emotional regulation, coping, stress management, and problem-solving strategies.
  • Teacher/environmental interventions that identify students’ triggers and develop strategies to reduce and address these issues.
  • Wrap-around services and intervention processes that involve multidisciplinary teams (i.e., school and mental health staff, family members) and other systems (e.g., child welfare, juvenile justice), as needed.
  • Parent/caregiver training and support.
• Build a referral system to coordinate with community-based treatment and providers.
• Create a re-entry program for students transitioning from hospitalization or treatment.
• Develop and execute a crisis response plan, which should include training staff and even students (e.g., Psychological First Aid) on strategies to prevent, prepare for, respond to, and recover to help and heal in a time of crisis at the individual, school, and/or community level.

Although this resource discusses Federal laws and regulations, it is intended solely to provide general information and does not constitute legal advice. This guidance provides a general overview of allowable activities, but whether or not a particular cost can be supported with Federal funds depends on the underlying facts and circumstances and State and Federal rules (e.g. New Jersey Treasury Office of Management and Budget (OMB) and Uniform Grant Guidelines, respectively). Therefore, an activity listed in this resource may not be allowable in all circumstances, and conversely, an activity not listed in this resource may be allowable. This guide was created to demonstrate how programs, strategies, or initiatives may be supported with Federal funds. Please note a school or local education agency is under no obligation to use its Federal funds for those programs or activities highlighted in this guide.