NCII developed a series of behavioral strategies to support teachers working with students with primary academic deficits and challenging behaviors. Each strategy incorporates key terminology, an overview of the purpose, and all associated materials. The strategies also integrate approaches for intensification for students with more challenging behaviors.
This is a virtual toolbox for mental health in schools. Topics include mental health in schools, behavior problems and social emotional learning, and well-being of school staff.
From the press release: This guidance "emphasizes the requirement that schools provide positive behavioral supports to students with disabilities who need them. It also clarifies that the repeated use of disciplinary actions may suggest that children with disabilities may not be receiving appropriate behavioral interventions and supports."
From the site: "The purpose of the Positive Behavioral Interventions and Supports Implementation Blueprint is to guide leadership teams in the assessment, development, and execution of action plans. The outcome is the development of local capacity for sustainable, culturally and contextually relevant, and high fidelity implementation of multi-tiered practices and systems of support."
From the site: "The purpose of this document is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified to support small group instruction, or amplified further for individual students. These tools can help teachers capitalize on instructional time and decrease disruptions, which is crucial as schools are held to greater academic and social accountability measures for all students"
Fact sheet showing actual state reports on the effects of positive behavior interventions on school climate and practices to improve and promote positive behaviors within the classrooms and schools. and the community.
This article mentions many schools that are reducing their number of suspensions and expulsions through a comprehensive approach called School-wide Positive Behavioral Support. This approach is based on the assumption that when educators across the school actively teach, expect and acknowledge appropriate behavior, the proportion of students with serious behavior problems decreases and the school’s overall climate improves.
“The report recommends implementing measures that address discipline in fair and equitable ways so that schools and districts can improve school climate and ensure that all students graduate from high school ready for college and a career.”
Due to the ever increasing numbers of young people and particularly African-American youth entering the juvenile justice system, the need for research that explores the relationship between schooling experiences and entry into the juvenile justice system is grave. The findings in this study illustrates the need for a shift in focus from the deficit thinking about individual children deemed “disruptive” to how school systems contribute across time to the school to prison pipeline and what school systems can do to prevent children from entering the pipeline.
Racial and ethnic disparities are a significant issue in school discipline and many students who are expelled or suspended struggle with mental health issues. In this video interview, Ken Martinez, AIR principal researcher, discusses the steps that schools can take to reduce these disparities and increase access to mental health services for students.