For Educators

Educators and school professionals are incredibly important for expanded school-based mental health to succeed.Expanded school mental health (ESMH) augments the work of teachers, school psychologists, social workers, counselors, and nurses. To the school continuum of universal education, prevention programs, early intervention, and individualized services, ESMH adds the element of clinical therapy and consultation for students with more complex mental health challenges. Rather than supplanting, ESMH augments and integrates school support services and community-based mental health.  Enjoy the following resources.



We now know that children can learn respect, empathy, responsible behavior, and other social and emotional competencies that help them succeed in school and life. Research shows that social and emotional skills, attitudes, and behaviors can be taught and fostered throughout the day. SEL in the classroom takes shape in a variety of ways. It is promoted through explicit instruction, often using an evidence-based program, and should also be integrated across classroom instruction and academic curriculum. SEL plays an important role in classroom climate—for example, how teachers build relationships with students, how students build relationships with each other, and how conflict and discipline are addressed.

Committee for Children (CfC)

  • Bullying Prevention Resources. FREE classroom activities, videos, books, research and more giving educators and parents tools to help prevent bullying.

Second Step Social Emotional Learning Program

    • Provides tools for educators
    • Enables students to be ready to learn
    • Provides district and school building an interconnected community with a common language
    • Shown to improve academics
    • Program for Mindfulness
    • Bullying Prevention Program
    • Child Protection Unit

    Collaborative for Academic, Social, & Emotional Learning (CASEL)

    • SEL Framework: SEL enhances students’ capacity to integrate skills, attitudes, and behaviors to deal effectively and ethically with daily tasks and challenges. Like many similar frameworks, CASEL’s integrated framework promotes intrapersonal, interpersonal, and cognitive competence. There are five core competencies that can be taught in many ways across many settings. Many educators and researchers are also exploring how best to assess these competencies. The competencies are: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. CASEL Wheel and Competencies
    • SEL in Action: The most effective social and emotional learning (SEL) requires a strategic, systemic approach that involves everyone, from district and school leaders to community partners to family members, working together to ensure students receive the support they need. Successful SEL is not a standalone program or an add-on. It is central to how schools, communities, and families value and support the social, emotional, and academic development of their children. This site is extensive and many of the resources are free.
    • SEL District Resource Center: a rich set of online guidance and resources for initiating, developing, implementing, and assessing districtwide implementation of SEL. Organized according to the 10 key areas outlined in CASEL’s District Framework for Systemic SEL, the District Resource Center includes implementation strategies as well as hundreds of resources and artifacts that are a direct outcome of CASEL’s Collaborating Districts Initiative (CDI), established in 2011 to support the promotion and implementation of systemic SEL. Free.
    • CASEL Guides: provide a systematic framework for evaluating the quality of social and emotional programs and applies this framework to identify and rate well-designed, evidence-based SEL programs with potential for broad dissemination to schools across the United States. The Guide also shares best-practice guidelines for district and school teams on how to select and implement SEL programs. Finally, it offers recommendations for future priorities to advance SEL research and practice. There are both a Preschool and Elementary Edition or Middle and High School Edition of the guide.
    • Research on the Impact of SEL:2017 meta-analysis shows evidence of SEL’s long-lasting impact. A 2011 study found 11-percentile-point academic gains. Research supporting SEL comes from multiple fields.
    • Resources to learn about SEL: CASEL resources offer the most-up-to-date clearinghouse of tools drawn from the worlds of scholarly research, on-the-ground practice, and cutting-edge policy. They include practical guides, program reviews, videos, webinars, books, articles, and position papers on a wide range of topics — developed by CASEL staff and consultants, our district partners, and our many other collaborators.

    Wisconsin Department of Public Instruction

    • Extensive presentation of programs, research and methodology of national programs used in Wisconsin schools


    Integrating Mental Health in Schools: Schools, School-Based Centers, and Community Programs Working Together: Integrating Brief

    • This site provides extensive resources for educators, administrators, and districts regarding mental health in schools The mission and goals of the Center are to improve outcomes for children and adolescents through the enhancement of the provision of mental health services in schools. The Center promotes the idea that health and health-related issues directly relate to academic achievement and social skill development. See more information under the District.
    • Provides guidance to build and strengthen a comprehensive school mental health system, including utilizing systems of care. This DPI document provides extensive information needed by schools and districts establishing school-based mental health clinics:


    Plenary Session by Dr. Elizabeth Connors

    Ashland School District: It Takes a Village: Community Collaboration in School-Based Mental Health Services

    Data-Driven Decision Making in School-Base Mental Health

    It Takes a Village: Community Collaboration in School-Based Mental Health Services