School Safety: What Works?

Suicide is the 2nd leading cause of death of individuals between the ages of 10-24. Educators are mental health gatekeepers for youth and young adults across Massachusetts. Teachers and support staff know that welcoming, safe, and supportive learning spaces that are accepting of all cultures, languages, and identities help students do better in school. They can also help save lives. Sometimes students need help navigating some of their emotions. They often are uncertain about what they’re feeling or mask them because they think their feelings are so shameful, educators can help students sort out those feelings and get students the help they need, if they themselves have the knowledge of what is available and how to help students access the supports. This presentation will provide a modified for educators version of the American Foundation for Suicide Prevention's training, Talk Saves Lives, which includes an overview of current research and statistics. Participants will be provided with tools and opportunities to discuss with presenters how they could be immediately implemented in their settings. A case study of how a Massachusetts school district implemented a district wide Mental Health Education program will be discussed with a framework for participants to explore in their own settings. The presenters will also incorporate discussions and small group activities with the focus on supporting the mental health of the participants.

Students bring their whole self to school with them. They do not leave their social-emotional self at the door. A sense of physical and psychological safety is integral to learning. Schools must embrace the whole child and provide a safe place for students to learn, grow, and connect with others. In an age of increasing data illuminating violence in school, reports of growing loneliness amongst our students, and feelings of isolation – even in a crowd, thinking differently about how we meet their needs is essential. Our session will explore opportunities to build belonging and connection among students and faculty.
To accomplish this, we must assess what we have and need. Yes, fiscal crises plague many, if not most, school systems. More is great. More staff … more space … more resources … etc. What if more isn't possible? It is time to reimagine our schools' assets and leverage action. Time spent on learning and reduced personnel are issues, and many believe that they exacerbate our struggles to meet students' social and emotional needs. It may, and just talking about it won't change that. We have an epidemic-level pediatric mental health crisis, and our students can't wait for the next override or federal relief grant.
The MTSS (multi-tiered system of support) framework is a natural lens for this work to begin as it acknowledges variability and fluidity as an asset, knowing one size does not fit all.
At a Tier I level, creating opportunities, such as advisory periods or even part of a class period for students to connect with one another or with adults, can drastically change the landscape for some students. Every student deserves at least one adult who sees and values them in the school. It doesn't matter who it is (teacher, office, guidance counselor, custodian, etc.…). If they have someone they feel comfortable talking to, the chance of them sharing something they struggle with increases.
Tier II provides several opportunities. A school might implement a CICO (check-in, check-out) for specific students. This can be flexible and fluid, with multiple functions like monitoring well-being, safety, behavior, etc. Structured with a trusted or preferred adult can provide increased benefits.
Finally, at the intensive level, counselors at Tier III can facilitate small, short-term counseling groups to address specific issues plaguing a few students. Again, the flexibility and fluidity of these groups, based on student needs, could be what a student needs to remain safe and healthier and maintain or achieve a sense of belonging at school.
Participants will asset map opportunities within their school by looking through the lens of MTSS and using a simple SWOT (strengths, weaknesses, opportunities, and threats) analysis. Collaboration is strongly encouraged if multiple participants are from the same school or district. In consideration of the assets available, the session will guide participants to utilize identified strengths and opportunities to illuminate methods to overcome, neutralize, or acknowledge weaknesses and threats to success. Hopefully, participants will bring ideas back to their schools and districts and leverage their school's assets to help student safety.