What Can Schools Do to Build Resilience in their Students?


After each school shooting, violent classroom episode, or student suicide—all too common today—there is talk about resilience in schools. Why is it that some students bounce back from adversity and others do not? Coping and functioning well despite adversity or trauma is resilience.

Schools are recognizing the importance of students’ social and emotional well-being as well as a supportive school climate, more generally, in promoting positive academic and behavioral outcomes. In fact, at the September convening of the U.S. Department of Education Safe and Supportive Schools federal grantees in Washington, states presented data indicating improvements in both academic achievement as well as in student behaviors from three years ago—the point at which the federal grants began that enabled many high poverty school districts in 11 states to implement school climate surveys and programs. Numerous studies show that programs and practices that build resilience are particularly effective in improving the academic performance of low achieving students.

Source: Child Trends

Available at: http://www.childtrends.org/what-can-schools-do-to-build-resilience-in-their-students/

Applications for New Awards; Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities and the Safe and Drug-Free Schools and Communities Program-National Technical Assistance Center on Positive Behavioral Interventions and Supports

Deadline: 8/19/2013

Purpose of Programs: The purpose of the Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities program is to promote academic achievement and to improve results for children with disabilities by providing technical assistance (TA), supporting model demonstration projects, disseminating useful information, and implementing activities that are supported by scientifically based research.

The Safe and Drug-Free Schools and Communities program provides support to State educational agencies (SEAs) for a variety of drug-abuse- and violence-prevention activities focused primarily on school-age youths.

Priorities: This notice includes two absolute priorities. In accordance with 34 CFR 75.105(b)(2)(v), absolute priority 1 is from allowable activities specified or otherwise authorized in the Individuals With Disabilities Education Act (IDEA) (see sections 663 and 681(d) of the IDEA, 20 U.S.C. 1463 and 1481(d)). We are establishing absolute priority 2 under the authority in section 4121 of the Elementary and Secondary Education Act of 1965, as amended, and in accordance with section 437(d)(1) of the General Education Provisions Act (GEPA) (20 U.S.C. 7131; 20 U.S.C. 1232(d)(1).

Absolute Priorities: These priorities are absolute priorities. Under 34 CFR 75.105(c)(3), we consider only applications that meet these priorities.

Source: Federal Register

Available at: https://www.federalregister.gov/articles/2013/07/05/2013-16191/applications-for-new-awards-technical-assistance-and-dissemination-to-improve-services-and-results