
The collaboration between the Center for Educational Improvement and Yale University Department of Psychiatry’s Program for Recovery and Community Health (Yale PRCH), funded by a Department of Education Supporting Effective Educator Development (SEED) grant, is dedicated to addressing students' equity, diversity, and mental health needs. A crucial component of this collaboration is the Compassionate School Leadership Academy (CSLA), tailored for educators, administrators, and support staff.
Our program aims to create supportive and equitable school environments to enhance the educational experience and well-being of students nationwide. The course emphasizes the promotion of mental health awareness, building equitable practices, and enhancing educator capacity. The curriculum covers various topics, including understanding school culture and climate, cultural competence and diversity, trauma-informed practices, and promoting resilience and well-being for both students and educators.
The Compassionate School Leadership Academy offers a structured program to empower educators in creating supportive, equitable, and mentally healthy school environments, ultimately aiming to improve student success and well-being. In addition to training educators, the CSLA also involves a collaborative research project with Yale University aimed at assessing the impact of compassionate school leadership on student outcomes, educator well-being, and overall school climate.
MISSION
The CSLA aims to prepare school leaders in high-need districts to be culturally responsive and proactive in implementing trauma-conscious practices in the classroom and meet the urgent mental health needs of American children.
GOALS
Prepare school leaders to be culturally responsive and follow compassionate school practices
Provide school leaders with the skills to implement trauma-conscious and evidence-based social-emotional learning leadership practices
Increase school leader competence in compassionate school practices, academic learning, and the well-being of students and staff
If you have any questions about eligibility or would like to learn more about the CSLA, please contact cei@edimprovement.org. Your commitment is invaluable in making our nation's schools more compassionate and equitable environments where students and educators alike can thrive! Thank you for your time and dedication!
RESEARCH DESIGN
Phase 1: Feasibility study

The Feasibility Study will invite educational leaders in Massachusetts and Michigan to assist in the creation of the CSLA to ensure it is responsive to the needs of educators, feasible for all schools to implement, culturally competent, flexible, and personalized to you and your school.
To learn more, please complete this survey, then join us in an information session to learn more about the CSLA, how you can help, and the benefits to you and your school (date TBD). Contact: chrismason@edimprovement.org
Phase 2: A national dissemination of the School-Compassionate Culture Analytical Tool for Educators (S-CCATE)
In collaboration with NAESP and SEL4MA, the second phase of the CSLA will survey school principals and educators to examine the relationship between the degree of implementation of CSPs and system, organization, educator, and student characteristics with a focus on addressing racial equity and ensuring inclusion. This focus will additionally aid in downstream goals of diversifying school leadership and the larger academy.

This phase will utilize the S-CCATE (School Compassionate Culture Analytical Tool for Educators), a cutting edge, social emotional learning tool that helps educators vision, plan, and monitor progress toward the implementation of compassionate, trauma-informed practices in classrooms. The survey will work additionally to modify the S-CCATE to improve cultural competence and equity.
Phase 3: A randomized controlled trial (RCT) of CSLA in 80 middle schools to examine its multi-level impact on student and educator outcomes
In Year 2, the CSLA will be implemented in 80 schools in partnership with MEMSPA and other school districts around the country to determine which components, or combinations thereof, may be most associated with the uptake of CSPs and outcomes. This will allow educational leaders to additionally have the opportunity for three levels of CSLA micro credentialing.
Meet our Project Partners
