News: Emotional Control/Coping Skills

Aren’t Schools with Positive, Safe Climates Already “Trauma Sensitive”?

Unmasking the ACEs, and Helping Students Manage their Emotions in SchoolDear Colleagues,Introduction   The new school year started this week in many districts across the country.  And m...

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An Open Letter to the U.S. Commission on Civil Rights Regarding Its Report, "Beyond Suspensions: Examining School Discipline Policies"

Begin with the End in Mind:  It’s about Root Causes and Intervention—Not About Policies or PositionsDear Colleagues,Introduction   Over the past year (at least), I have been writing som...

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Revisiting the School Seclusion and Restraint Epidemic: The Federal Government Says It's Worse than Thought

While the Numbers are Important, We Need to Focus on the Reasons and SolutionsDear Colleagues,Introduction   Back in March, we wrote a two-part Blog Series on the issues related to the number of seclu...

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States Take Note: How to Really Address the School Seclusion and Restraint Epidemic (Part II)

What State Departments of Education Need to Learn If Using PBIS to “Solve” This ProblemDear Colleagues,Introduction   The number of seclusions and restraints in our nation’s schools—whether involving...

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The SEL-ing of Social-Emotional Learning: Education’s Newest Bandwagon. . . Science-to-Practice Goals, Flaws, and Cautions (Part II)

Why Schools Need to Re-Think, Re-Evaluate, Re-Load, and     Re-BootDear Colleagues,Introduction   All students need to learn and demonstrate—at an appropriate developmental le...

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Social-Emotional Learning: Education’s Newest Bandwagon. . . and the History of How We Got There (Part I)

Why Most Schools are not Implementing Scientifically-Sound SEL Practices—Wasting Time and ResourcesDear Colleagues,Introduction   It seems that educators can’t go anywhere on their on-line news feeds...

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