What else can schools be doing about behavior? 

Multi-tiered systems of supports (MTSS) to prevent escalation. 

• There are tier 1 supports that should happen in all classrooms. For example: 
• Routines 
• Proximity 
•  We also need additional levels of support, allowing teachers do tier 1 well. For example: 
• Small groups to support needs like friendship and anger, led by social workers or school counselors 
• In 2020-21, Minnesota ranked in the bottom 4 states for school counselor-to-student ratio (1:592) 
• SEL becomes support for behaviors that already exist. 
• Students more equipped to learn 
• Teachers more equipped to teach 

You might be thinking, “SEL should be taught at home.”  

• Circle of influence; I have no control around what happens or doesn’t outside of my space at school. 
• Future Episode (#5) in this series is on family and community involvement. 
• Positive intent about caregivers. 
• Likely working to teach these skills 
• There are other factors, like students being developmentally ready to learn the skill  
• Might not have been taught regulation skills themselves, or realize their benefits 
• Opportunities to learn and practice regulation is one of four factors proven to build resilience. We believe all students want to learn, but sometimes there are barriers. 

You might be thinking, “I’m not a mental health professional.” 

• Positive behavioral intervention strategies are part of the Minnesota teacher license renewal process. 
• Mental health professionals are a part of tiers of support; eventually, students might need access to mental health professionals. 
• What supports can intervene before professional mental health care is needed? 

See all the strategies we discussed in Handout-S1 Episode 2 

References and resources from part 2 

Graff-Radford, M. (2018, January 23). Stress Relief is Only a Few Breaths Away [web log]. Retrieved May 15, 2022, from https://connect.mayoclinic.org/blog/living-with-mild-cognitive-impairment-mci/newsfeed-post/stress-relief-is-only-a-few-breaths-away/.  

Mood meter. MOOD METER APP. (n.d.). Retrieved June 8, 2022, from https://moodmeterapp.com/  

Minnesota Department of Education. (n.d.). SEL implementation guidance. Retrieved June 8, 2022, from https://education.mn.gov/MDE/dse/safe/social/imp/  

Terada, Y. (2022, April 21). We drastically underestimate the importance of brain breaks. Edutopia. Retrieved June 8, 2022, from https://www.edutopia.org/article/we-drastically-underestimate-importance-brain-breaks  

Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast

Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education

In this two-part episode, we discuss strategies to regain and retain regulation - improving conditions for learning and teaching

What is social and emotional learning?

Students and adults acquiring and applying skills

• Being aware of yourself (feelings, tendencies)
• Managing that (behavior)
• Being aware of others and using that to build relationships & interact
• Making decisions

SEL boils down to how we are with ourselves, each other, and the world around us. SEL isn’t necessarily something extra; educators already spend time on behaviors. SEL can be a tool or support to manage behaviors effectively and efficiently, so even more learning can happen.

Sometimes people ask, why focus on SEL when school is about academics?

If students aren’t ready to learn and teachers aren’t ready or well enough to teach, learning is hindered. When SEL is implemented, there is an 11% gain in academic scores.
 
How does regulation fit into our conversation about increased student incidents (school threats, self-harm, racism)?
We’ll talk about adult regulation, but let’s start with students.
 
Sometimes we look at SEL as a way to fix students. Instead, we need to shift our thinking to view SEL as a way to support students. Consider supports we provide for students when they don’t know how to read, or do fractions, or play an instrument. We teach them how (we don’t punish them) and we provide additional supports if progress isn’t made. Sometimes we assume students should come to school knowing how to organize their stuff, handle frustration, manage time, and get along with others. Students need opportunities to learn and practice those skills, too.
We want students to manage themselves – regulate their feelings. The first step is being able to identify their own feelings, both positive and difficult. Let’s be honest, we are especially interested in students regulating feelings that seem to cause disruptions, like frustration and anger, and behaviors like not handing in work, disorganization or disengagement.

Let’s talk about the brain.

To identify feelings, we need to talk a bit about the brain. Dan Siegel’s Hand Model of the Brain helps us understand the fight, flight, and freeze (FFF) response.

• FFF is a natural process that happens in healthy brains with real danger.
• Brains prone to anxiety, affected by trauma, or even stressed, can flip a lid (dysregulate) more easily.
• Imagine a compromised, raised level of awareness - my lid isn’t flipped, but I’m closer to it than I want to be or should be. Many of us exist in this state, especially right now.

Trauma is a big topic for another time, but a few disclaimers:

• In general, exposure to trauma (real danger) wires the brain to protect but not connect, survive but not thrive.
• The great thing about neuroplasticity is that recovery and healing from trauma is possible, even as adults.
• Sometimes schools are the place where students experience trauma (institutional trauma).

See all the strategies we discussed in Handout-S1 Episode 2.

Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast

Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education

In the pilot episode of Ed Soul, we explore belonging – what it looks and feels like and how you can create belonging with students and colleagues.

Discussion Highlights:

What makes a space, including a school environment, feel safe physically, emotionally, and psychologically? What does it mean to belong in a space?

• Physical safety: Locked doors, security systems, protocols and plans, free of bullying 
• Emotional and psychological safety: Free of bullying, people and content do not cause harm
• Belonging is deeper than welcoming. When you belong, you:
  • Feel like you have efficacy, voice, and choice
  • Can better control emotions and stay focused and on tasks
  • Connect and feel connected with others
  • See people that reflect you and how you view yourself
  • The ability to bring your whole self, unapologetically

Educators often focus on ensuring student safety and belonging. What about our colleagues?

• Most educators had a positive school experience growing up, they felt like they belonged which is a big reason why they chose education as a career
• The dominate culture perpetuates a cycle of limited diversity (79% percent of U.S. teachers are white females)
• Systems make it difficult for people from historically disenfranchised communities to feel belonging
• Ensure that adults also have connections during their day

What happens when you feel you’re great at building relationships with students, EXCEPT for this ONE student?

• Unmet relationship needs can create challenging behaviors
• Don’t take it personally; remember, behavior is a form of communication
• See Equity Triage Tree Activity
• Know your tendencies. While you learn ways to better connect with all students, help them connect to other adults and students.

Aside from educator-student relationships, what kinds of factors (visuals or experiences) make school environments feel safer/more inclusive?

• Make space for a wider range of student voices in planning and shaping their school
• Offer a variety of spaces, places, and instructional styles
• Use inclusive practices and language
  • i.e., “families and caregivers” instead of “mom and dad”

Tools to explore

• Watch: Making Sure Every Child is Known (See resources below)
• Equity Triage Tree Activity
  • Split your class roster into thirds
    • Bottom third, easy to connect with
    • Middle third, not as easy to connect with but can still build relationships
    • Top third, most challenging to connect with
  • What themes do you see? Is there a certain type of student you connect with, certain identities that are challenging for you to connect with?
  • How might your own interests and/or biases get in the way? How can you address this?

Resources: 

Cook, C., Joseph, G., Fiat, A., & Thayer, A. (2021). Adult resilience curriculum (ARC) for educators. Mental Health Technology Transfer Center (MHTTC) Network. Retrieved May 26, 2022, from https://mhttcnetwork.org/centers/mid-america-mhttc/adult-resilience-curriculum-arc-educators

National Scientific Council on the Developing Child. (2015). Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience: Working Paper 13. http://www.developingchild.harvard.edu.

Souers, K., & Hall, P. A. (2019). Relationshi

Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast

Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education

Ed Soul premieres Friday, May 27, 2022! Meet Rachel Logan and her guest for series 1, Lisa Worden. Get a preview of our first series topic: Social and Emotional Learning (SEL). Follow us now on Apple Podcasts or Spotify to be the first to tune in. 

Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast

Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education