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Connection between Attendance and Supporting Student Mental and Emotional Health

Ali Moore, LCSW

Director of Student Support

Future Focused Education

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ALI MOORE, LCSW

DIRECTOR OF STUDENT SUPPORT

Ali focuses on fostering the development of asset-driven, trauma-informed and inclusive school practices in order to increase schools’ capacity to set students up for success, while promoting school cultures of support for all. With over 10 years of social work experience domestically and abroad, she holds a Masters in Social Work (MSW), with an International Concentration, from Dominican University, and a Bachelor’s Degree in Social Work from Pacific University.

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Agenda and Objectives

  • Welcoming activity (modeling CASEL’s 3 Signature Practice)- Connecting to our Why
  • Understand the importance of weaving in SEL and trauma responsive practices into your work with students
  • Understand the link between how supporting students socially and emotionally helps positively impact attendance
  • Optimistic Closure- Power of Community

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Connecting and grounding us in our “why”

What made you go into education? What ignites your fire to continue to show up every day? What makes you feel grateful for this choice?

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Brain Science of Learning & Trauma Responsive Practices

  • We must prime the brain for learning by:
    • ensuring physiological needs are addressed and met
    • establishing physical and emotional safety, sense of belonging and trust
    • support and model emotional regulation and collective support for one another
  • Deepened learning happens in the context of positive developmental relationships

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Continuum of Engagement

Initial Engagement:

Does my body have what it needs?

Do you see me?

Can I trust you?

Do I feel safe?

Acceptance & Belonging:

Can I express myself here?

Do you accept me as I am?

Is it safe to try something new? Is it safe to learn?

Personal Agency, Power & Identity

I recognize my unique value & worth

I have goals & a path for my future

I am resourceful & use my voice in my school & community

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Centering Supportive Relationships is Trauma-responsive Practice

Dr. Bruce Perry’s Neurosequential Model of Engagement

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Developing SEL Routines and Rituals in the Classroom

Neurosequential Model of Engagement

Regulate

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Relate

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Reason

SEL Skill Building in the Classroom

Build self awareness and self management skills by facilitating welcoming activities, brain breaks and energizers that include emotion identification, mindfulness and regulatory activities.

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Reflection and circle sharing (with everyone able to speak) allows for building social awareness, relationship skills, trust, and a sense of belonging.

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Engaging in collaborative problem solving supports the development of responsible decision making and builds critical and analytical thinking skills.

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Cool, but what does this have to do with attendance??

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CASEL’s Collaborating Districts Initiative Data: Key Findings

The Collaborating Districts Initiative (CDI) was organized in 2011 to help school districts across the country systematically integrate social and emotional learning (SEL) into all their work.

  • Academic achievement has improved consistently in reading and math.
  • Attendance improved in 4 of the 6 districts that collected this data
  • Graduation rates are up.
  • Suspensions and expulsions are down.
  • Students feel safer and more connected to school.

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Research Brief

Panorama Education is a business that works with schools and districts to create research and evaluation tools and databases.

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Resources