In this episode of "School Wellness," host Amanda Hampton engages in an insightful discussion with Brice Frasure from Logan Hocking Schools. They delve into the pivotal role of Student Assistance Programming (SAP) in enhancing the well-being of students and staff. Brice shares how SAP, an evidence-based framework, aids in addressing non-academic barriers such as mental health, behavioral issues, and family concerns, creating a coordinated support system that complements existing educational initiatives.

Throughout the conversation, Amanda and Brice discuss the journey of implementing SAP at Logan Hocking Schools, emphasizing the challenges and successes of coordinating support structures in educational settings. They explore the importance of a systems approach, the necessity of stakeholder engagement, and the value of community partnerships. This episode shines a light on strategies for early identification, the power of referrals, and the critical role of staff wellness in maintaining robust educational programs. Keywords like "student assistance programs," "mental health support," and "community partnerships" are central themes woven throughout their dialogue.

• Coordinated Support Systems: Discover how SAP can align and enhance existing support frameworks within schools, tackling barriers to learning in a holistic manner.

• Role of Community Partnerships: Learn about the significance of engaging local agencies in creating a seamless support network for students and staff.

• Early Identification & Strengths-Based Referrals: Explore the value of screening tools and well-designed referral processes in identifying students' needs, while leveraging their strengths.

• Staff Wellness: Understand the importance of prioritizing staff wellness to ensure that educators can effectively support students.

• Continuous Improvement: Uncover the iterative nature of SAP implementation that allows schools to adapt and refine their strategies to meet evolving student requirements.

• "SAP provides a coordinated framework that looks at aligning services to meet whole child initiatives." - Brice Frasure

• "It’s important that the support processes include the family voice; it’s about working with them, not doing for them." - Brice Frasure

• "Schools can't fix everything, but we need to have systems in place to help coordinate support resources for removing barriers." - Brice Frasure

• "A lot of what we find successful are the things we adjust and adapt as needed; it’s about aligning our systems effectively." - Brice Frasure

• "Staff wellness is essential because, without it, we can't adequately support students or sustain programs." - Brice Frasure

• Signs of Suicide - Nationwide Children's Hospital

• PBIS (Positive Behavioral Interventions and Supports) resources

• 317 Board - Athens, Hocking, and Vinton County ADAMH Board

• SAP Resources - Library of materials to boost the SAP Program in your community or district

Explore more about these themes and gain comprehensive insights by tuning into the full episode. Stay connected for more enlightening discussions from the School Wellness series, aimed at enhancing educational environments through expert dialogues.

Discover more resources from the Ohio School-Based Center of Excellence for Prevention & Early Intervention at OhioSBCOE.

In this engaging episode of School Wellness, Amanda Hampton delves into the intricacies of creating a trauma-informed classroom with educator Katie Ostendorf. Katie shares her journey into teaching, fueled by a passion sparked during a high school mentoring experience. She describes her continued dedication to foster an inclusive, supportive learning environment. With a primary focus on ELA and the integration of social studies, Katie's approach emphasizes the importance of understanding and addressing the emotional needs of students through trauma-informed practices and goal setting.

Listeners will gain valuable insight into how behavior communication can be harnessed to enhance teaching practices and support student growth. Katie discusses various strategies, including utilizing PAX GBG and creating calm spaces, to help students manage their emotions and behaviors effectively. These strategies not only create a positive school climate but also enable students to develop self-regulation skills critical in their academic and personal lives. The conversation underscores the necessity of a compassionate approach in education and the impact of continued professional development in areas such as mental health and trauma-informed teaching.

• Goal Setting for Growth: Katie emphasizes the importance of empowering students through goal setting, facilitating ownership over both academic and personal achievements.

• Behavior as Communication: Understanding student behavior as a form of communication and addressing underlying needs rather than just the symptoms is crucial in a trauma-informed classroom.

• Importance of SEL and Morning Meetings: Implementing morning meetings and social-emotional learning programs helps students develop the necessary skills for self-regulation and emotional expression.

• Effective Use of Calming Spaces: Creating dedicated spaces for students to decompress can significantly affect students' ability to manage stress and regain focus.

• Avoiding Power Struggles: Building a trauma-informed classroom involves avoiding personalizing student behavior, avoiding power struggles, and focusing on proactive support.

• "Behavior is communication...we can't take the behavior personally."

• "Start the school year with goal writing... give themselves ownership."

• "If that 15 minutes of morning meetings gets us that time back in the classroom, it's worth it."

• "Focus on those students who are engaging appropriately."

• "Don't take away their recess...recess is a time for them to navigate those behaviors."

• PAX Good Behavior Game (GBG): A behavioral intervention Katie finds effective in her classroom.

• Book: "Self-Regulation in the Classroom: Helping Students Learn How to Learn" by Richard M. Cash.

• Website: Centervention offers free resources for social-emotional learning and student reflection.

For a deep dive into these strategies and insights on enhancing educational practices through a trauma-informed lens, listen to the full episode. Stay tuned for more impactful content from School Wellness that connects you with foundational resources and support in education.

Discover more resources from the Ohio School-Based Center of Excellence for Prevention & Early Intervention at OhioSBCOE.org.

Join Amanda Hampton and guest Karen Eads as they discuss creating trauma-informed classrooms. Karen, a veteran first-grade teacher with 35 years of experience at Norwood Elementary, shares her journey and strategies for fostering a safe, empathetic, and regulated learning environment. Learn about her use of PAX tools, creating emotional safety, and the importance of modeling self-regulation. Discover how addressing emotional and behavioral needs can significantly enhance academic performance and overall well-being in young students.

Karen Eads is a seasoned educator with over 35 years of experience, currently teaching first grade at Norwood Elementary School. As a volleyball coach for Norwood City Schools and a devoted advocate for trauma-informed education, Karen brings a rich background of personal and professional experience to her role. Her journey in education, inspired by her own childhood challenges and positive influences from teachers and coaches, fuels her passion for impacting young lives positively.

• Understanding Trauma-Informed Education: Recognizing and addressing the impacts of adverse childhood experiences on students' learning and behavior.
• Importance of Emotional and Physical Safety: Prioritizing safety and emotional well-being over academics to create a conducive learning environment.
• Implementing PAX Good Behavior Game: Tools and strategies for promoting positive behavior and self-regulation, demonstrating the effectiveness of the PAX system.
• Growth Mindset Approach: Continuous self-improvement as a teacher, being reflective, adaptable, and instilling the same principles in students.
• Teacher and Community Collaboration: The significance of engaging colleagues, parents, and school staff in supporting students' mental health and well-being.

1. "My goals are to help my students feel safe and loved. I show them that they matter as I strive to not only listen to their words but also watch their actions." – Karen Eads
2. "We need to all remember that children's brains grow at a phenomenal rate, but their experiences help shape this growth, whether they're positive or negative." – Karen Eads
3. "A teacher needs to know that students thrive on predictability and routine." – Karen Eads
4. "My students need to know me as a person, as a mom, as a learner, just like they are, as a pet owner, but also as a person who makes mistakes." – Karen Eads
5. "You belong, you matter, and you are loved. And if you work hard to have children truly believe those things, then really you can tackle anything." – Karen Eads

• PAX Good Behavior Game: Official PAX website
• Books Mentioned: "You Matter" (used during the first weeks of school)

To delve deeper into the transformative power of trauma-informed education and learn actionable strategies for your classroom, listen to the full episode and stay tuned for more insightful discussions on School Wellness.

Discover more resources from the Ohio School-Based Center of Excellence for Prevention & Early Intervention at OhioSBCOE.org.

Amanda Hampton of the Ohio School-Based Center of Excellence is joined by Ali Masters from Kinder Elementary to discuss the role of a Behavioral Health and Wellness Coordinator (BHWC). Ali shares insights on educational neuroscience, collective care, and the positive impacts on school culture, including significant decreases in suspensions and behavioral referrals. Discover how initiatives like the SPA room, TAP IN TAP OUT system, and student assistance programs are fostering a supportive environment for students and staff alike. Highlights include boosts in family engagement and actionable data-driven strategies for well-being.

Ali Masters serves as the Behavioral Health and Wellness Coordinator at Kinder Elementary, a position she has held for the past two years. She holds a Bachelor’s degree in Organizational Leadership and a Master’s degree in Special Education. After spending several years in different fields including social work, banking, and insurance, Allie found her calling in education as a paraprofessional and later as an intervention specialist.

• Behavioral Health and Wellness Coordination: Understanding the role and its transformative impact on school culture and student behavior.

• Educational Neuroscience: Strategies for teaching students and staff about brain function and behavior regulation.

• Staff and Collective Care: The importance of creating a supportive and interconnected environment for staff wellness.

• Data-Driven Decisions: Importance of regularly analyzing various forms of data to inform strategies and measure the effectiveness of interventions.

• Family Engagement: Strategies to increase parental involvement and reduce barriers for non-English speaking families.

1. "In order to learn, our nervous systems have to be regulated before we can access our cortex, which is where all the magic happens." - Ali Masters

2. "Trauma-informed care is not just for those who have experienced trauma. I mean, it is for everyone." - Ali Masters

3. "If our staff isn't well, then our kids aren't going to be well." - Ali Masters

4. "The biggest difference is no matter if it's a teacher who's having a problem or a family, everyone feels really, really safe and supported and connected." - Ali Masters

5. "We have to constantly be looking at data and checking all of our referrals and following up with them." - Ali Masters

• Doctor Laurie Desautels: Expert in educational neuroscience.

• Doctor Bruce Perry: Renowned for trauma-informed care research.

• Bessel van der Kolk: Prominent in the trauma research field.

• Stephen Porges: Known for polyvagal theory.

• Dean Burke Harris: Surgeon General of California and advocate for trauma-informed approaches.

Enjoyed this episode? Make sure to listen to the full discussion to explore the transformative work at Kinder Elementary and stay tuned for more insightful conversations in upcoming episodes of "School Wellness".

Discover more resources from the Ohio School-Based Center of Excellence for Prevention & Early Intervention at OhioSBCOE.org.

Amanda Hampton hosts Dr. Cricket Meehan from the Ohio School-based Center of Excellence for Prevention and Early Intervention at Miami University. They discuss the center's essential initiatives, such as the Ohio School Wellness Initiative, which focuses on supporting both students and staff in mental health and well-being. Dr. Meehan highlights the importance of everyone playing a role in fostering a healthy and thriving community and shares insights on the upcoming Ohio School Success Conference. Tune in to learn about innovative models in mental health support tailored for Ohio's schools and communities.

Cricket Meehan is a dedicated mental health professional serving as the Director of the Ohio School-Based Center of Excellence for Prevention and Early Intervention at Miami University. With a storied career that began in 1998, Cricket has been at the forefront of initiatives designed to bolster the well-being of students and staff within Ohio's educational system. Her extensive experience includes the establishment and adaptation of evidence-based programs aimed at creating robust mental health support networks within schools. With a deep personal and professional commitment to improving mental health outcomes, Cricket's leadership continues to make significant strides in the field.

• Ohio School-Based Center of Excellence: Understand the comprehensive role the center plays in enhancing mental health and well-being in Ohio schools through prevention and early intervention strategies.

• Student Assistance Program (SAP) Model: Learn how the SAP model is designed to provide a full continuum of care for students, integrating seamlessly with existing PBIS systems in Ohio schools.

• Staff Wellness Framework: Gain insights into the newly developed framework aimed at improving the health and well-being of school staff, promoting a supportive environment for both teachers and students.

• Ohio School Wellness Initiative: Explore this significant project funded through COVID relief dollars, emphasizing support for both students and staff in the wake of the pandemic.

• Everyone Plays a Role: Discover the inclusive approach of the center, encouraging all members of the community to participate in mental health and well-being initiatives.

1. "Our vision is that all Ohio's children and the adults who support them are healthy and thriving." – Cricket Meehan

2. "We're really talking about supporting the mental health and the well-being of our students and the adults who support them." – Cricket Meehan

3. "The Ohio School Wellness Initiative came about based on the COVID pandemic... Ohio asked us to create a student assistance program model." – Cricket Meehan

4. "Healthy and thriving may look different, but it should feel good to everyone who is at that place." – Cricket Meehan

5. "Everyone plays a role in supporting the mental health and well-being of yourself and our young people." – Cricket Meehan

• Ohio School-Based Center of Excellence for Prevention and Early Intervention: OhioSBCOE.org

• Ohio School Wellness Initiative: Explore the details of this significant initiative aimed at both students and school staff.

• Positive Behavioral Interventions and Supports (PBIS): Learn more about this state-mandated practice in Ohio schools.

Stay tuned to the School and Wellness Podcast for more conversations that aim to enhance the educational landscape through innovative mental health and well-being initiatives. Listen to the full episode and don’t miss out on these enlightening discussions!

Discover more resources from the Ohio School-Based Center of Excellence for Prevention & Early Intervention at OhioSBCOE.org.

Amanda Hampton hosts Holly Raffle from Ohio University's Voinovich School, discussing the Ohio Center of Excellence for Behavioral Health Prevention and Promotion. They delve into community readiness, prevention strategies, and the importance of data-driven decision-making. Holly highlights initiatives in trauma-informed care, the significance of social determinants of health, and equity in prevention efforts. The conversation also explores youth-led prevention, resources for Ohio's prevention professionals, and upcoming projects, including statewide vaping and alcohol prevention programs. Discover how these initiatives enhance Ohioans' quality of life.

Holly Raffle Holly Raffle is a distinguished academic and practitioner in the field of public health and prevention with a focus on community-based strategies. Born in Chicago and raised in Cincinnati, Ohio, Holly holds undergraduate degrees from Ohio University in health education and athletic training. She has extensive experience working in athletic training and high school education, particularly at Logan High School. Currently, she serves as a faculty director at Ohio University's Voinovich School of Leadership and Public Service. Holly directs the Partnership for Community-Based Prevention and is deeply involved with the Ohio Center of Excellence for Behavioral Health Prevention and Promotion. She balances her professional commitments with her role as a mother and an active community member.

• Strategic Prevention Framework: Understanding the steps and significance of the strategic prevention framework in implementing effective community-based prevention strategies.
• Community Readiness and Data: Utilizing data to assess community readiness and tailor prevention efforts accordingly, facilitated by tools like the Ohio Healthy Youth Environment Survey.
• Culturally Relevant Strategies: The necessity for prevention efforts to be culturally relevant and adaptable to community-specific contexts for maximum impact.
• Trauma-Informed Care: Adopting trauma-informed practices in community and school settings to foster environments of safety and support, enhancing overall well-being.
• Role of Educators and Stakeholders: The critical role of educators, coalitions, and community stakeholders in supporting and sustaining prevention initiatives.

1. "Every educator is connected to prevention because education is a social determinant of health."
2. "Prevention is not like a faucet that you turn on and off. You sort of turn it on and let it drip.”
3. “When equity deserving communities succeed, we all succeed.”
4. "People are coming from a place most of the time that's good. People are coming from a place of bringing, you know, sometimes a hundred pounds of baggage in a bag that only holds five pounds."
5. "Everyone has a role to play in prevention. Find what your role is, connect with your local coalitions or your local schools, and see if you can incorporate prevention into your work."

• Ohio Center of Excellence for Behavioral Health Prevention and Promotion: Website
• Ohio Adult Allies: Website
• Strategic Prevention Framework: SAMHSA Information
• Ohio Healthy Youth Environment Survey (OHYES!): Website
• Prevention Action Alliance: Website

Stay tuned for more insightful episodes from "School Wellness" as we continue to explore the intersection of education and health, bringing you the latest in prevention science and community well-being. Make sure to listen to the full episode for a deeper understanding of the impactful work being done to promote healthier communities in Ohio.

Discover more resources from the Ohio School-Based Center of Excellence for Prevention & Early Intervention at OhioSBCOE.org.

How do educators best promote wellness for students and staff? Join host Amanda Hampton, a certified Prevention Specialist, and the Ohio School-Based Center of Excellence as we discuss supporting mental health in K-12 education. We will discuss innovative strategies and initiatives to create nurturing environments. Together we will gain insight and inspiration, and learn about evidence-based tools to positively impact student and teacher well-being. Tune in and join a community dedicated to building schools where children and the adults who support them are healthy and thriving.

Melissa Corente, a research associate at the University of Ottawa, discusses her review on mental health in schools for educators. She highlights the lack of research on teacher mental health and the need for more support for new teachers. Melissa emphasizes the importance of addressing stress and burnout in teaching, as well as presenteeism and absenteeism. She also explores the challenges and barriers teachers face when taking leaves of absence and returning to work. Melissa suggests that school leaders play a crucial role in supporting teacher well-being by fostering a positive school culture, providing mentorship, and implementing wellness initiatives. She also recommends building wellness into the school day and involving the community in supporting teachers. Melissa concludes by sharing a virtual toolkit she developed to support mental health in the workplace.

For more information on the Healthy Professional Worker Partnership and the toolkit that Melissa mentioned, visit: https://www.healthyprofwork.com/

Discover more resources from the Ohio School-Based Center of Excellence for Prevention & Early Intervention at https://linktr.ee/ohiosbcoe