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W est st W indso sor Plainsbor oro o Region onal S School ool District NJ SBA BA Meet eeting Sep eptem ember er 24, 2 201 9 W W -P DISTRICT MISSION The mission of the West Windsor-Plainsboro Regional School District,valuing

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W est st W indso sor – Plainsbor

  • ro
  • Region
  • nal S

School

  • ol District

NJ SBA BA Meet eeting Sep eptem ember er 24, 2 201 9

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W W -P DISTRICT MISSION

The mission of the West Windsor-Plainsboro Regional School District,valuing our tradition of excellence, is to develop all of our students as passionate, confident, lifelong learners, who have competence and strength of character to realize their aspirations and thoughtfully contribute to a diverse and changing world.

“Whole le C Child ld, E Every Child ild, Glo lobal C Child ild”

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WEST W WINDSOR-PLAINSBOR ORO O REGIO IONAL SCHOOL DIS ISTRICT CT

Goal 3 3: : Recognizing that children need to balance physical, social, emotional, and academic needs, we will maintain a supportive culture and build structures for the health, safety, and well-being of the Whole Child.

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How did this all begin?

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I constantly feel pr pressur ured d to be per erfec ect at ev ever erything and the an anxiet ety drives me nuts. It’s hard to even get through the day without br breaking ng dow down.

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Learning is social, emotiona l a nd a ca demic.

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WHAT AT IS SOCIA/EMOTIONAL LEARNI NING NG?

  • Social and Emotional Learning (SEL) is an

umbrella term that refers to students‘: "acquisition of skills to recognize and manage emotions, develop care and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively" (CASEL).

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CASEL EL FR FRAMEWOR ORK

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  • Each student enters school hea

ealthy hy and learns about and practices a healthy lifestyle.

  • Each student learns in an environment that is physically

and emotionally sa safe for students and adults.

  • Each student is actively engag

gaged in learning and is connected to the school and broader community.

  • Each student has access to personalized learning and

is suppo pported by qualified, caring adults.

  • Each student is challe

llenged academically and prepared for success in college or further study and for employment and participation in a global environment.

14

W HOLE CHILD TENETS

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Learning is social, emotional and academic.

  • De ve lo pme nt is ma lle a b le . Childre n c a n a lwa ys le a rn ne w

skills fro m b irth thro ug h a do le sc e nc e a nd into a dultho o d b e c a use the b ra in ne ve r sto ps g ro wing a nd c ha ng ing in re spo nse to e xpe rie nc e s a nd re la tio nships.

  • Huma n re la tio nships a re the e sse ntia l ing re die nt tha t

c a ta lyze he a lthy de ve lo pme nt a nd le a rning .

Sources: Griffiths, P.E., & Hochman, A (2015) Developmental systems theory. eLs 2, 1-7 Moore, D.S. (2015) The developing genome: An introduction to behavioral epigenetic. Witherington, D.C., & Lickliter, R. (2016) Integrating development and evolution in psychological science; evolutionary developmental psychology, developmental systems an explanatory pluralism. Human development, 59, 200-234.
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SLIDE 17 Sources (clockwise from 40-50%): Ingersoll, Merrill & Stuckey (2014); Greenberg, Brown, Abenavoli (2016); School Leaders Network (2014); Rentner, Kober, Frizzell, (2016); Alliance for Excellent Education (2014).
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T

  • ppo, Gr

e g (10/ 23/ 2015). Our high sc hool kids: tir e d, str e sse d and bor e d. USA T

  • day . Ac c e sse d 1/ 22/ 2018 at

https:/ / www.usatoday.c om/ stor y/ ne ws/ nation/ 2015/ 10/ 23/ sur ve y- stude nts- tir e d- str e sse d- bor e d/ 74412782/

Tired, Stressed, Bored

I n 2015 the Ya le Ce nte r o f E mo tio na l I nte llig e nc e & Bo rn T his Wa y F

  • und a tio n

surve ye d 22,000 hig h sc ho o l stud e nts. Stud e nts we re a ske d , “Ho w d o yo u c urre ntly fe e l in sc ho o l? ” T he mo st c o mmo n re sp o nse s inc lud e d :

  • T

ire d (39% )

  • Stre sse d (29% )
  • Bore d (26% )

Amo ng p o sitive re sp o nse s we re :

  • Happy (22% )
  • E

xc ite d (4.7% )

  • f all survey responses

were negative

75%

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L

  • w physic a l

a c tivity le ve ls Inc re a se s in sc re e n time Bullying De pre ssio n L a c k o f sle e p

Our students face challenges as well…

Sources: CDC YRBS 2015; https://www.kidsdata.org/; Cavanaugh et al , 2016

Po ve rty T ra uma

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TEEN EENAGEBR

BRAI AIN

Intensive brain development occurs during adolescence, continuing into your child’s mid-20s. As such, teenagers are more likely to:

  • Take more risks or choose high-risk activities
  • Express more and stronger emotions
  • Make impulsive decisions
  • National Institute on Mental Health
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THE E ROOTS S OF MEN ENTAL HEA EALTH

  • The brain is the primary organ of

concern

  • Mental illnesses develop from

malfunction or disruption within the brain and nervous system

  • These chemicals and their action

within the brain regul ulate t thou houghts, feel eeling ngs a and b beha ehavior through the continual flow of impulses along pathways of nerves throughout the brain and body (neuronal pathways)

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Re c o g nizing tha t c hildre n ne e d to b a la nc e physic a l, so c ia l, e mo tio na l

a nd a c a de mic ne e ds, we will ma inta in a suppo rtive c ulture a nd b uild struc ture s fo r the he a lth, sa fe ty, a nd we ll-b e ing o f the Who le Child. Stra te g ic Go a l # 3

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Pure E d g e T ra ining pro vid e d fo r stud e nts a nd sta ff me mb e rs to suppo rt d istric t stra te g ic g o a l # 3.

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Why Mindfulness?

  • Growing in Popularity
  • Efficient
  • Adaptable
  • Used indefinitely
  • Simple, secular, scientific
  • Research-based practice to help the brain and
  • ur responses to stress
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HEALTHY C Y COPING MECHANISMS

Sleep / Exercise / Nutrition Mindfulness / Meditation / Breathing Music / Art Journaling Pet Time Talk it Out Strength Focus Laughter Happiness

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WW WW-P & & CAMPAIGN C CONNE NNECT

Campaign Connect NJ is a movement designed to encourage schools to become safer, more supportive, engaging, and inspiring and provide them with the tools and resources to do so. Schools will increase their capacity to more effectively address students’ social and emotional needs and accelerate student achievement.

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WW-P Policy 5350 5350

The Board directs all school personnel to be alert to the student who exhibits behavioral warning signs of potential self-destruction or who threatens or attempts suicide. Any such signs or the report of such signs from another student or staff member should be taken with the utmost seriousness and reported immediately to the Building Principal, who shall notify the student’s parent and other professional staff members in accordance with administrative regulations. http://www.west-windsor- plainsboro.k12.nj.us/about_us/policy_manual/new_policies

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TALKI KING T TO O TEENS A ABOUT UT S SUI UICIDE

  • Suicide is the 2nd leading cause of death for youth age 10-24
  • National surveys that tell us that 17.7% of high school

students admit to thinking about suicide

  • Almost 9% acknowledge actually making an attempt
  • The Society for the Prevention of Teen Suicide
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Gaggl aggle

  • 459 Gaggle Alerts 2019 – 2020 School Y

ea r

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GAGGL GGLE ALERTS TS

January 7, 2019 Dear all the homies, Its no ones fault, let's start with that. I am so grateful for those who hurt me and loved me. You made me who I am, no who I was. I'm so sorry, and I know this is supposedly selfish, but to be honest it's selfless I am helping you all. You won't have to worry anymore, or be stressed all the

  • time. This is something I had to do. To be honest I should've done this
  • earlier. All I ever wanted was to feel awake and I believe this was the only

way; I was always tired; I couldn't live that way. I was always sad, and angry towards myself. I was self harming everyday even if it wasn't cutting, punching, or scratching. I just had to punish myself. Just forget about me. Now before you do lol I have some suggestions what to do with my stuff and my body and blah blah blah. Now most important my crocs... and clothing, let XXXX figure that out she is good with that stuff. Next my funeral, I want to be cremated. I want family and friends there; talk with XXXX she will know who I would want there. Well that is it, adios.

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UBHC C - SCHOOL BASED ED COUNSEL SELING

  • On-Site Crisis Intervention & Screening
  • Access to Mental Health Services
  • Collaboration with Mental Health Providers
  • Mental Health Awareness & Education
  • Consultation to Support Current Practices
  • Referrals made through School Counselors
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DATA TA

  • In total since November UBHC has received 88 referrals

(this includes requests for consultations on cases)

  • UBHC clinicians completed 47 crisis evaluations in total
  • UBHC clinicians have seen 9 cases involving suicide

attempts (some may have been aborted or interrupted)

  • Self-Injurious behavior has been reported in 14 cases
  • Suicidal ideation (current or recent) = 50
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Cu Current SAC C Role

School Climate & Culture Substance Abuse Mental Health

  • HIB investigations
  • Assemblies
  • Assembly follow-up

group/individual counseling

  • Wall of Fame (CMS);

Character Matters (GMS)

  • Stakeholders/ School Safety

Team: action plan

  • 6th Grade Life Skills Lesson

(CMS)

  • 8th Grade New Student Group

(GMS)

  • Staff HIB training
  • Awareness Weeks/Days
  • Parent education
  • Individual counseling for

students involved in substance abuse concerns

  • Targeted group interventions,

based on assessed need

  • 8th Grade Health Lesson

(CMS) and Intro to SAC Role in 8th grade health classes (GMS)

  • 6th Grade SEL curriculum

(primary pevention)

  • Parent education
  • Suicide Training (staff)
  • Mental Health Awareness

Week (students): Assemblies/workshops

  • Parent education
  • Targeted group interventions,

based on assessed need

  • Individual Counseling as

deemed appropriate

  • Parent education
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Mental Health F h First Ai Aide de T Traini ning

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Success Through Focus Strategies for educators and learners to support social, emotional, and academic development through mindful movement and rest.

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WWP a and P Pure E Edge

https://vimeo.com/323273360

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https://schoolguide.casel.org/uploads/2018/12/CASEL_S EL-3-Signature-Practices-Playbook-V3.pdf

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OTHER MEN ENTAL HEA EALTH RESO SOURCES

Carrier https://carrierclinic.org/ Genpsych http://genpsych.com/ High Focus https://highfocuscenters.pyramidhealthcarepa.com/ Jewish Family Services https://www.jfcsonline.org/ Princeton House princetonhcs.org/care-services/princeton-house- behavioral-health Trinity https://trinitycounseling.org/ Village Counseling http://www.vcsnj.info/

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Reso sources

Jason Foundation: http://jasonfoundation.com/ National Association of School Psychologists: http://www.nasponline.org/ National Alliance on Mental Illness:https://www.nami.org/ 2nd Floor Hotline: 888222-2228; Text: 908-280-0235 between 3pm-8pm National Suicide Crisis Hotline: 1-800-784-2433 National Suicide Prevention Hotline: 1-800-273-TALK WW-P Guidance: http://www.west-windsor-plainsboro.k12.nj.us/Guidance

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COMMU MMUNITY PA PARTNERSHIPS

http://www.west-windsor-plainsboro.k12.nj.us/Guidance/call_to_action

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Paren ent U Univer ersi sities es

Topic: The Road to Resilience: Developing a Growth Mindset Date and Time: Thursday, October 24, 2019, at 7 p.m. Location: HSS Topic: Parenting in the Age of Social Media Date: Thursday, November 21, 2019, at 7 p.m. Location: GMS Topic: Is Video Gaming Addiction Real? Date: Thursday, January 16, 2020, at 7 p.m. Location: HSN Topic: Vaping: What Your Kids Don’t Want You to Know Date: Thursday, February 20, 2020, at 7 p.m. Location: CMS Topic: Understanding Child and Adolescent Anxiety Date: Thursday, March 26, 2020, at 7 p.m. Location: CMS

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“Our role as educators…is to incubate a better world in the minds and hearts of our students.”

Dr.

  • r. Ruha Benjamin, a

assis istant p professor at Pr Prince ceton Un Universi sity