2026 Conference Archive

Format

Individual Presentation

First Presenter's Institution

Corneli Billingsley

First Presenter’s Email Address

cbillingsley@irwin.k12.ga.us

First Presenter's Brief Biography

Cornelia Billingsley has dedicated 26 years to the field of education, serving in a variety of roles including paraprofessional, bus driver, substitute teacher, Pre-K SDD teacher, special education teacher, and reading interventionist. She currently serves as the MTSS/PBIS Coordinator and Y-Club Advisor at Irwin County Middle School. Her diverse experience gives her a well-rounded understanding of student needs across all grade levels and abilities. Cornelia is passionate about supporting the whole child and fostering a positive, inclusive school culture. She has been married for 32 years and is a proud mother of three sons, one bonus son, three bonus daughters, and a beloved granddaughter.

Submitter

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

Location

Scarbrough 4

Strand #1

Heart: Social & Emotional Skills

Strand #2

Health: Mental & Physical Health

Relevance

The Wellness Room directly supports students’ emotional well-being by building self-regulation skills and reducing stress. It also promotes mental health by providing a restorative space for students to decompress, reflect, and re-engage with learning. Through trauma-informed practices and intentional support, the room fosters a caring school climate grounded in empathy and resilience.

Brief Program Description

This session highlights Irwin County Middle School’s Wellness Room—a trauma-informed space that supports students’ emotional regulation and mental health. Attendees will learn how the room operates, its impact on student behavior and academic engagement, and how to implement a similar space using existing school resources. Ideal for educators, counselors, and school leaders interested in holistic student support.

Summary

The Wellness Room at Irwin County Middle School was created as a proactive, trauma-informed intervention for students struggling with emotional regulation, stress, and behavioral challenges. Located in a rural, high-poverty area of South Georgia, the school saw a need to go beyond traditional disciplinary measures and instead provide a structured, restorative space that prioritizes healing over punishment.

The Wellness Room offers students access to calming tools, mindfulness activities, journals, sensory supports, and brief, supportive adult interaction. A clear check-in/check-out system ensures accountability and intentional use. Students are referred by teachers or can self-refer when appropriate. The space is monitored by trained staff who facilitate reflection and goal setting, helping students transition back to class more focused and emotionally balanced.

Data from the school has shown a reduction in office discipline referrals and improved classroom engagement. Teachers report fewer disruptions, and students are learning lifelong coping skills. The room also fosters stronger relationships between students and support staff, reinforcing the school’s commitment to social-emotional development and positive school climate.

The session will walk participants through the creation and implementation process, share student success stories, and offer a replicable framework for adapting the concept to fit a variety of school contexts. By attending, participants will leave equipped with tools and strategies to launch their own Wellness Room or enhance current student support systems.

Evidence

This proposal is grounded in research related to trauma-informed care, restorative practices, and Multi-Tiered Systems of Support (MTSS). It draws on the CASEL framework for social-emotional learning, as well as research showing the benefits of self-regulation and mindfulness for improving student behavior and academic performance (e.g., Jennings, Frank, et al., 2011; Durlak et al., 2011). The room also aligns with PBIS best practices that promote non-punitive interventions and emotional safety.

Learning Objective 1

Learn how to create a Wellness Room using existing resources and trauma-informed principles.

Learning Objective 2

Understand how the space promotes emotional regulation and reduces disciplinary incidents.

Learning Objective 3

Explore strategies to engage staff, students, and families in supporting holistic wellness initiatives.

Keyword Descriptors

Wellness Room Trauma-Informed Practices Emotional Regulation PBIS MTSS Mindfulness Middle School Restorative Practices Student Behavior Rural Education

Presentation Year

2026

Start Date

3-2-2026 1:00 PM

End Date

3-2-2026 2:15 PM

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Mar 2nd, 1:00 PM Mar 2nd, 2:15 PM

The Wellness Room: A Safe Space for Healing and Growth at Irwin County Middle

Scarbrough 4

This session highlights Irwin County Middle School’s Wellness Room—a trauma-informed space that supports students’ emotional regulation and mental health. Attendees will learn how the room operates, its impact on student behavior and academic engagement, and how to implement a similar space using existing school resources. Ideal for educators, counselors, and school leaders interested in holistic student support.