Trauma Informed Care: Building the Social and Emotional Learning (SEL) capacity for students, faculty, and staff

Format

Individual Presentation

Format

Individual Presentation

First Presenter's Institution

Atlanta Public Schools

First Presenter’s Email Address

bevsmith@atlanta.k12.ga.u

First Presenter's Brief Biography

Dr. Beverly Smith has over 28 years of experience in the Behavioral Healthcare field. She has worked in numerous settings to include community counseling, public education, and in private practice. Dr. Smith serves as a Behavior Specialist with Atlanta Public Schools. Additionally, she is the owner of BSmith Consulting Group, LLC; a Behavioral Healthcare Firm. Some of her credentials include being a Licensed Professional Counselor, National Clinical Mental Health Counselor, National Human Service-Board Certified Practitioner, National Approved Clinical Supervisor, Master Addiction Counselor, National Board Certified Coach, National Board Certified-TeleMental Health Provider , National Board Certified Counselor, and PTSD Clinician. Dr. Smith's areas of specialization include Psychotherapy, Crisis Stabilization, Trauma Care, Neurocounseling, Employee Assistance Services, and Psychological Disaster Support. She presents locally and nationally on topics related to psychological issues for individuals, the family, employees, and employers. Dr. Smith embraces the school's motto of "creating a caring culture through relationships by Consistency, Collaboration, and Compassion."

Second Presenter's Institution

Atlanta Public Schools

Second Presenter’s Email Address

pford@atlanta.k12.ga.us

Second Presenter's Brief Biography

Dr. Patricia Ford is the Proud Principal of South Atlanta High School (Atlanta, Georgia) with over 28 years of experience in Corporate America and in the public education setting. She was the principal of choice in leading the strategic consolidation of three small schools into one comprehensive high school. She has successfully led school reform with teachers and support staff for student success at South Atlanta High School. She is the recipient of several awards and honors. Dr. Ford embraces the school's motto of "creating a caring culture through relationships by Consistency, Collaboration, and Compassion."

Submitter

I am submitting this proposal as one of the presenter(s)

Location

Scarbrough 5

Strand #1

Heart: Social & Emotional Skills

Strand #2

Health: Mental & Physical Health

Relevance

This presentation focuses on teaching Social & Emotional Learning with adults and students for mental & physical wellness and well-being from trauma informed lens.

Brief Program Description

This presentation focuses on teaching Social & Emotional Learning with adults and students for mental/physical wellness and well-being from trauma informed lens. Participants will gain insight for personal growth and on how to incorporate SEL into a student achievement framework using a check & connect system and guidelines for an SEL Advisory Program.

Summary

Social and Emotional Learning (SEL) is the process for equipping students and adults with the needed knowledge, attitudes, and skills to appropriately understand and manage emotions for wellness and well-being. Understanding and managing emotions are essential competencies for positive growth in the areas of self-awareness, self-management, social awareness, relationship skills, and in responsible decision making. Additionally, SEL is a process for individual and community empowerment for goal setting and goal obtainment while showing empathy in establishing and maintaining positive relationships (CASEL, 2016). This presentation focuses on enhancing the school culture and climate of a Title 1 School by intentionally building the Social and Emotional Learning (SEL) capacity of the students, faculty, and staff members from trauma informed lens. This is accomplished by having the following presentation objectives: (1) increasing the awareness of the importance of an inclusive Social Emotional Learning Curriculum (SEL) for student and faculty success with an Advisory Check and Connect framework, (2) demonstrating value-added in community partnerships for enhanced student learning opportunities, and (3) promoting the relevance of faculty/staff members participating in leadership problem-solving to build a positive school climate for students. The school-based audience attending this session will gain relevant and practical strategies/interventions for meeting the needs of inner city at-risk students from trauma informed lens.

Evidence

Our school follows the CASEL Model for SEL and utilizes the Check & Connect Model as research points for our delivery framework as supported by our district.

As quoted from our partners (source: https://casel.org/fundamentals-of-sel/what-does-the-research-say/)

SEL programs appear to have as great a long-term impact on academic growth as has been found for programs designed specifically to support academic learning.”

Researchers Joseph Mahoney, Joseph Durlak, and Roger Weissberg

In An Update on Social and Emotional Learning Outcome Research, 2018

Students participating in SEL at school had:

  • decreased emotional distress

  • fewer externalizing behaviors

  • improved prosocial behaviors

Cipriano et. al, 2023

Social and emotional learning can also reduce symptoms of depression and anxiety in the short term.

Early Intervention Foundation, 2021

Students with stronger social and emotional skills have been more likely to reach milestones including:

  • high school graduation

  • postsecondary enrollment

  • postsecondary graduation

  • stable, full-time employment

Jones et al., 2015; Coleman & DeLeire, 2003; Heckman et al., 2006

Students participating in SEL report:

  • Stronger feelings of inclusion, belonging and connection to school

  • Greater classroom support

  • Better relationships with teachers

  • Increased sense of safety

  • Better attitudes about school and others

Cipriano et. al, 2023; Synder et al, 2011; Durlak et al., 2011

SEL in schools also contributes to reductions in bullying, cyber-bullying, name-calling, and sexual harassment.

Smith & Low, 2013; Espelage et al, 2015

I was part of the initial professionals, to utilize the Check & Connect framework in the Atlanta Public Schools and maybe Georgia. Currently, Check & Connect is endorsed by the Georgia Department of Education.

As it pertains to Check & Connect, the research is included below (source: https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/GLRS/Check%20and%20Connect%20GLRS.pdf)

Check & Connect is an intervention used with K-12 students who show early warning signs of disengagement with school and who are at risk of dropping out. At the core of Check & Connect is a trusting relationship between the student and a caring, trained mentor who both advocates for and challenges the student to keep education salient. Students are referred to Check & Connect when they show warning signs of disengaging from school, such as poor attendance, behavioral issues, and/or low grades. GLRS are trained trainers. Training is FREE. GLRS provides ongoing support. Contact your GLRS to schedule a training or find out more information. Currently over 100 schools are implementing Check & Connect in Georgia.

Check & Connect (C&C) is an evidence-based intervention used with K-12 students who show warning signs of disengagement with school and who are at risk of dropping out. There are four core components to implementing C&C with fidelity — 1. Mentor 2. “Check” 3. “Connect” 4. Family Engagement

STUDENT OUTCOMES, STUDENT ENGAGEMENT INTERVENTION

Increase in • Attendance • Persistence in school • Credit accrual • School completion rates

Decrease in • Truancy • Tardies • Behavioral referrals • Dropout rates

Of the dropout prevention interventions reviewed by the U.S. Department of Education’s What Works Clearinghouse, Check & Connect is the only program found to have strong evidence of positive effects on staying in school.

Learning Objective 1

Participants will be able to explain the importance of an inclusive Social Emotional Learning Curriculum (SEL) for student and faculty success with a Check and Connect SEL Advisory Framework.

Learning Objective 2

Participants will be able to gain insight on value-added community partnerships for enhanced student learning opportunities.

Learning Objective 3

Participants will be able discuss the relevance of faculty/staff members participating in leadership problem-solving to build a positive school climate for students and self.

Keyword Descriptors

SEL, Mental Healthcare, Wellness, Well-being, Balance, Trauma, Student Achievement, Adult Achievement, SEL, Check & Connect

Presentation Year

2025

Start Date

3-3-2025 10:15 AM

This document is currently not available here.

Share

COinS
 
Mar 3rd, 10:15 AM

Trauma Informed Care: Building the Social and Emotional Learning (SEL) capacity for students, faculty, and staff

Scarbrough 5

This presentation focuses on teaching Social & Emotional Learning with adults and students for mental/physical wellness and well-being from trauma informed lens. Participants will gain insight for personal growth and on how to incorporate SEL into a student achievement framework using a check & connect system and guidelines for an SEL Advisory Program.