Courageous Conversations and Healing Practices: Reflecting on The State of Mental Health in New England Schools

By Dana Asby, CEI Director of Innovation & Research Support School leaders from the six New England states, through the Childhood-Trauma Learning Collaborative (C-TLC), learn from experts and each other about best practices for confronting the trauma, toxic stress, and mental health concerns that make academic achievement challenging for students and staff. On Monday, October
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Featured Fellow: Addressing Trauma with Joan Cavallo, St. Albans City School Principal

By Dana Asby, CEI Director of Innovation & Research Support In her 12 years at St. Albans City School, a Pre-K-8 school of 800 students, Joan Cavallo has been adapting her leadership to meet the needs of her students. St. Albans City, a high poverty area, has significant needs for mental health support. The school
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National School Mental Health Curriculum Launched to Help School Districts Support Student Mental Health

By Kaela Farrise, CEI Intern Over the past few years, mental health support and education have become a focal point in discussions around ways to improve the performance and overall well-being of students across the nation. Though an admirable goal, integrating mental health education and support into existing school structures and curricula can be challenging
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School Health Assessment and Performance Evaluation System (SHAPE): School Leader Perspectives

By Jill Flanders, former elementary school principal, and Heather Pach, school psychologist As more schools understand the value of mental health screening, questions arise around best practices for setting up systems for the screening and evaluation process. The National Center for School Mental Health (NCSMH) has led the development of the School Health Assessment and
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Monitoring Vocabulary Development in Children

By Jessica Hawkins, CEI intern The knowledge we have about the impact of early literacy on academic achievement has gotten parents and teachers alike interested in children’s vocabulary from a young age. Whether using clinical assessments or a parent’s curious observations, keeping track of a child’s vocabulary development is essential. After all, the knowledge anyone has
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The Complexity of Screen Time: Effects on Anxiety and Depression

By Didi Dunin and Will Foley, CEI Interns Are teens spending too much time with their technologies? According to a Pew Research Center report, 95% of teens can easily access a smartphone; 45% are online “almost constantly” (Anderson, 2018). Americans spend as much as 12 hours in front of TV, phone, and computer screens each
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Part II: School Mental Health Screening—Trauma-Informed Recommendations

By Dana Asby, CEI Director of Innovation & Research Support Is the 17% rise in anxiety disorder diagnoses among American youth (Child Mind Institute, 2018) due to an increase in teens’ rate of anxiety or because more schools, physicians, and other community institutions have increasingly begun to screen for mental illnesses? It’s difficult to discern
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Part I: The Benefits and Cautions of Universal Mental Health Screening

By Dana Asby, CEI Director of Innovation & Research Support Universal screening has improved the physical outcomes for millions of children who get routine dental and eye exams at their school buildings each year. Screening for mental health issues in schools has become a topic of discussion for many district leaders. Will the benefits of
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