Safe schools and student well-being take a "village" of adults and students with varied interests, perspectives, and abilities collaborating to create caring, supportive, and academically productive schools. Schools are unofficial mental health care providers for children and youth who are placed at risk by social and economic circumstances and whose un- and under addressed needs can compromise teaching and learning. This handbook provides up-to-date information on how to promote safety, wellness, and mental health in a manner that can help draw the needed "village" together. It aligns research and practice to support effective collaborationit provides information and tools for educators, administrators, policy makers, mental health and community organizations, families, parents, and students to join forces to promote and support school safety, student well-being, and student mental health.
Chapters address school context, the dynamic nature of school communities and child development, and the importance of diversity and equity. Chapters provide in-depth understanding of why and how to improve safety, well-being, and mental health in a culturally responsive manner. They provide strategies and tools for planning, monitoring, and implementing change, methods for collaborating, and policy and practice guidance. They provide examples of successful and promising cross-system and cross-stakeholder collaborations. This handbook will interest students, scholars, faculty, and researchers in education, counseling, and psychology; administrators in human services and youth development; policy makers; and student, family, and community representatives.
- Brings together cross-disciplinary and cross-stakeholder teams from education, counseling, psychology, human services, juvenile justice, law, and other fields
- Focuses on promotion, prevention, early and intensive intervention, and treatment for safety and wellness in schools
- Highlights collaborative, culturally competent approaches to family and youth engagement
- Provides strategies for threat assessment and crisis management
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|Product dimensions:||6.40(w) x 9.50(h) x 2.80(d)|
About the Author
Matthew J. Mayer, PhD, is associate professor of educational psychology in the Graduate School of Education at Rutgers University.
Robert J. Jagers, PhD, is vice president of research at the Collaborative for Academic, Social, and Emotional Learning.
Kimberly Kendziora, PhD, is a managing researcher at the American Institutes for Research.
Lacy Wood, PhD, is a principal consultant at the American Institutes for Research and has more than 18 years of experience working in the field of family engagement.