Products and Resources Catalog

This is a recording of “A Deeper Dive into Reflective Supervision”, Part 2 of the program: Fostering Trust & Employee Wellbeing Through Reflective & Relational-Based Supervision, which took place on July 25, 2024. In this session, our center's guest faculty, Rouba Otaky, provided a deeper dive into reflective supervision and delved into cultural considerations, limitations, and sample cases. This session was designed for supervisors, managers, directors, administrators and leadership of school mental health, mental health organizations, clinical supervisors, human resources professionals, mental health and school mental health providers, trauma informed professionals and anyone else interested in reflective supervision and consultation.

"This is a recording of, “The Nuts & Bolts of Reflective Supervision / Consultation” Part 1 of the two-part series in Fostering Trust & Employee Wellbeing Through Reflective & Relational-Based Supervision, that took place on July 23, 2004. In this session, our guest facilitator Rouba Otaky reviews the building blocks for foundational, conceptual, and applied information related to reflective facilitation/supervision. Viewers of this recording will learn: Three key components of reflective supervision and how to apply appropriate skills within different roles and responsibilities as supervisors. Four techniques that will address the needs of supervisees to be responsive to cultural and contextual needs and continue to develop a set of skills that helps supervisees build these skills. Three ways that supervisors will strengthen and support skills that allow supervisees to explore ways that their own belief systems or internal reactions might be impacting care. This workshop was designed for the following roles: supervisors, managers, directors, administrators and leadership of school mental health, mental health organizations, clinical supervisors, human resources professionals, mental health and school mental health providers, trauma informed professionals and anyone else interested in reflective supervision and consultation.

To view resources from this training, click ATTACHMENT links Recording coming soon!   Event Description The primary objective of the training is to educate school staff and stakeholders about Rural Behavioral Health Institutes’ Screening Linked to Care (SLTC) Program. Presenters will provide education about STLC, data on effectiveness of the program, challenges, and successes of SLTC and talk about prevention and early intervention of mental health challenges for students. Presenters will talk about work states can do to support prevention and early intervention for mental health and suicide and how schools can sustainably implement screening and follow up care for students. Presenters will share challenges and successes schools have had with implementation and share about connecting students to supports and ongoing care.    Learning Objectives:   1) Learning about implementing universal digital mental health screening.   2) Identifying students struggling and connecting them to support.   3) Learning about the utilization of data to make decisions.    Trainers Janet Lindow, PhD & Kayleigh Brown  Janet Lindow, PhD champions the application of novel research approaches to identify, evaluate and implement preventive and acute treatments for diseases with great public health impact. For the past 12 years, her career goal has been to improve the health of populations with limited access to effective treatment with a primary focus now on those experiencing mental disorders.  Janet’s career path has given her a broad and deep understanding of public health issues and potential solutions. At MIT, she trained as a basic research scientist. After finishing her doctoral work, she taught a science course in Botswana which widened her understanding of health disparities and left her with a fervent desire to help improve the health of people globally. Janet then completed two post-doctoral fellowships, one focused on finding new antibiotics for Gram negative bacterial infections and the other building research programs to help prevent infections in people living in poverty. Next, the Yale School of Public Health recruited her to work full time in Brazil on leptospirosis, the world’s leading cause of hemorrhagic disease and to build research infrastructure. In 2016, Janet’s passion for finding solutions to difficult challenges in public health brought her to Montana where she was recruited as faculty at the Center for Mental Health Research and Recovery at Montana State University. At the Center, she and her mentor, Matt Byerly, MD, focused on suicide prevention across all age groups and digital treatments for depression and anxiety in rural areas where therapy was sparse or not available. She is currently a Research Associate Professor of Psychiatry and Behavioral Sciences at the University of Kansas Medical School. Janet lives in Livingston, Montana and is actively pursuing her work on suicide prevention, depression, and anxiety in Montana and Kansas.  Kayleigh Brown is dedicated to delivering and improving mental health care for kids. She has broad experience providing care and education to children, adolescents, young adults, and their families within and external to hospital settings.  Prior to joining the RBHI team, she spent the last decade working at Shodair Children’s Hospital, a nonprofit hospital offering inpatient and outpatient care to children and adolescents with serious mental illness in Montana. As the Shodair Director of Outpatient Services, Kayleigh helped to develop and lead one of the largest outpatient clinic systems serving Montana children and families. She has trained staff in trauma-informed care that focuses on organizational culture and the vicarious trauma that people can experience when working in complex care settings. Kayleigh has also been involved in co-facilitating Dare to Lead training with a Certified Dare to Lead instructor throughout Montana. She is passionate about improving mental health care, educating others about caring for people with a mental health diagnosis, helping families navigate the mental health care system, and increasing access to care, particularly among children and adolescents. 

To view resources from this training, click ATTACHMENT links Recording coming soon! Event Description Empower yourself to champion student mental health awareness with evidence-informed, age-appropriate suicide prevention training. American Foundation for Suicide Prevention Area Directors Grace Manley (Nebraska) and Joani Wolfe (Iowa) will review the organization's mission and give insights into the tailored “It's Real: Teens & Mental Health” trainings for Middle School, High School, and College students. Attendees will learn how to forge partnerships with AFSP for access to these crucial programs in their schools and communities, always free of charge. Participants will leave the session equipped to bring “It's Real” directly to students.    Objectives:        Attendees will understand how to engage with the mission and work of the American Foundation for Suicide Prevention.       Attendees will experience the "It's Real: Teens & Mental Health" presentations for middle school, high school, and college students, and identify the differences in the presentations while determining which would be most beneficial for their audiences.       Attendees will understand how to bring "It's Real: Teens & Mental Health" to their schools and communities by becoming a presenter in partnership with their local AFSP Chapter. Specific Skills/Strategies/Tools: Participants will learn the steps necessary to become an AFSP presenter and partner with the organizations to bring It's Real (and other AFSP presentations) directly to their communities.     Organization: American Foundation for Suicide Prevention (AFSP) Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming Chapter    Trainers Tracy Rassley   Micheal Barber 

To view resources from this training, click ATTACHMENT links Recording coming soon! Event Description Recent data from the FBI indicates that over 30% of hate crimes against youth victims occur at school. In this interactive workshop, we will explore how bias, discriminatory behaviors, and identity-based bullying surfaces in schools from covert (perhaps even unintentional) behaviors, like microaggressions, to egregious ones, like hate crimes. These behaviors occur on a continuum that coincides with the dehumanization of individuals based on their identity, culture, or characteristics. However, they can be addressed proactively through fostering a culture of belonging, and they can be responded to effectively through individual and systemic follow-up when biased behavior occurs. Join this workshop to better understand our current context of bias and discrimination in schools, learn about individual sentence stems and systemic interventions to address biased language and behavior, and dedicate some time to actually practicing and integrating your learning into your plans for the next school year.    Learning Objectives:  Understand our current context of bias and discrimination in schools Learn about individual sentence stems to address biased language and behavior Learn about systemic interventions to foster a culture of belonging Practice and integrate your learning into your plans for the next school year Trainer Dr. Rana Razzaque Dr. Rana Razzaque’s commitment to improving opportunity, access, and inclusion for all children has driven her educational and professional journey. This commitment has deepened over time due to her own lived experiences and the continuous learning she seeks out on a variety of topics related to equity and inclusion, the persistent disparities for marginalized communities, and the deep need to build understanding and empathy through courageous conversations with people from multiple perspectives. Rana was born in Bangladesh, raised in Maryland, spent her adolescence in Texas, and spent a couple of years in Arizona before moving to Denver in 2011. In the warmer months, you might find Rana hiking with her husband, Rob, and her dog Eeyore. She also loves reading (especially fiction and poetry), trying out new recipes to cook, going to concerts, boxing, and indoor rock climbing (even though she is afraid of heights). 

This collection of interviews was developed by the Great Lakes MHTTC Nodes—our valued partner organizations operating throughout HHS Region 5 (IL, IN, MI, MN, OH, WI)—to highlight effective recruitment and retention practices for mental health professionals. This project was also undertaken to commemorate the extensive work each organization has done to support the behavioral health workforces within their state over the past six years and inspire future generations of mental health professionals. The Great Lakes MHTTC extends our deepest thanks to the Nodes for their partnership, expertise, and dedication to the wellbeing of their communities and our region as a whole. We are so grateful you’ve shared in our goals and our commitment to helping those in need.   You can access the videos on the Great Lakes MHTTC series landing page or the series playlist on the Great Lakes Current YouTube channel. 

This is a recording of the Session 3 Regional Spotlights Panel for our center's Symposium on Harm Reduction, Healing Justice, and Mental Health Approaches on May 7, 2024.  This Regional Spotlights video features three professionals in the community, school and general mental health field, each based in various areas within our Pacific Southwest region, including Arizona, California, and Hawaii. The voice and experiences of the panelists: Erin Hughes, MSW, PPSC, Lilinoe Kauahikaua, MSW, and Stacey Cope all glean tangible policy and practice applications of the intersections of harm reduction and mental health. Each speaker identified peer solutions and innovative, responsive ideas partly derived from field experience within their organizations and agencies.   

How might we grow (in our practice and policies)? This learning session is the second of two in the series Healing School Communities in the Context of Faith-Based Bullying, intended for students, families, educators, and school mental health professionals who are navigating the ongoing impact of faith-based bullying on student and staff mental health. Each 1.5 hour learning session featured a moderator who will engage advocates, leaders and the school mental health workforce in a conversation that focuses on: Navigating discussions which are grounded in advancing belonging and preventing/intervening in faith-based bullying both in and out of school; Elevating strategies for communicating and engaging in the ongoing work to support the mental health of students and school mental health professionals which are grounded in community wisdom and build upon protective factors, both in and out of school; Developing spaces which engender opportunities for the field to improve its commitment to fostering a workforce ready, able and willing to hold faith-based bullying as a mental health issue in a way that is founded in community strengths and wisdom while supporting and building protective factors. Introducing a set of tools to navigate this moment while minimizing more harm. Priming resources: We have curated a list of MHTTC and external resources that detail strategies to address Islamophobia and antisemitism, the effects of Islamophobia and antisemitism on students and schools, and ways to support affected students and staff. Access our priming resources here! Learn more about our panelists: View the curriculum vitae and resources for all panelists here. Questions? Please email Ricardo Canelo at [email protected]     

What do we know (exploring data-informed discussions and decisions)? This learning session is the first of two in the series Healing School Communities in the Context of Faith-Based Bullying, intended for students, families, educators, and school mental health professionals who are navigating the ongoing impact of faith-based bullying on student and staff mental health. Each 1.5 hour learning session featured a moderator who will engage advocates, leaders and the school mental health workforce in a conversation that focuses on: Navigating discussions which are grounded in advancing belonging and preventing/intervening in faith-based bullying both in and out of school; Elevating strategies for communicating and engaging in the ongoing work to support the mental health of students and school mental health professionals which are grounded in community wisdom and build upon protective factors, both in and out of school; Developing spaces which engender opportunities for the field to improve its commitment to fostering a workforce ready, able and willing to hold faith-based bullying as a mental health issue in a way that is founded in community strengths and wisdom while supporting and building protective factors. Introducing a set of tools to navigate this moment while minimizing more harm. Priming resources: We have curated a list of MHTTC and external resources that detail strategies to address Islamophobia and antisemitism, the effects of Islamophobia and antisemitism on students and schools, and ways to support affected students and staff. Access our priming resources here! Learn more about our panelists: View the curriculum vitae and resources for all panelists here. Questions? Please email Ricardo Canelo at [email protected]   

By: Danielle Castro, MSW, LISW This guide was developed to assist school counselors in identifying and supporting students with eating concerns. Eating concerns exist on a spectrum and the term can refer to an eating disorder or disordered eating. It's important that disordered eating is identified and treated in the early stages, otherwise, it can progress into an eating disorder if left unaddressed. Download this guide to learn more.     This product was created by our valued partners at the Ohio Association of County Behavioral Health Authorities (OACBHA). You can find more resources and training opportunities on their website: oacbha.org.

Recording of the event Implementing Policies and Practices to Support LGBTQ+ Youth in Schools, Part 1 originally held on June 11, 2024.

Recent prevalence estimates indicate 1 in 36 school-age children are autistic. Autistic students are much more likely than non-autistic students to experience mental health challenges, including executive function differences and co-occurring anxiety. This brief report provides an overview of key SEMHTTC resources to support the mental health of autistic students, particularly regarding anxiety, executive function, and disruptive behaviors.

Why aren’t our providers on the same page about school mental health supports and services? Do we have clear, consistent strategies to communicate with school mental health providers and staff about a spectrum of supports in each school? This topical learning forum is dedicated to building capacity for teams to develop a shared understanding and shared language about resources and strategies that school mental health providers and staff can use to support student wellness. In addition to reviewing key principals about how to clearly communicate about school mental health to different audiences, this session will provide an overview of a new graphic tool for school mental health providers and staff. This session will also include an example from a school district that has leveraged this tool to facilitate communication among their school mental health teams. Participants will have access to the graphic tool post-event to facilitate a shared understanding for your team and school mental health providers/staff about where they show up in the landscape of student wellness.     Learning Objectives  Participants who join this session will be able to:  Understand key principles for communicating about school mental health.  Access a new graphic tool designed to illustrate school mental health resources available to school mental health providers and staff across contexts.   Strategically integrate graphic tools to support communication about school mental health. 

1 in 36 school-age children have autism spectrum disorder (ASD). Autistic students are much more likely than non-autistic students to experience mental health challenges, including difficulty with emotion regulation, anxiety, and depression that may be exacerbated by experiences of bullying, victimization, and segregation within schools. There is an urgent need to support the mental and behavioral health of autistic students. In this webinar event, Dr. Katherine Pickard will orient attendees to the resources – reports, infographics, webinar recordings, and more  –  the Southeast MHTTC has developed and disseminated on supporting the mental health of autistic students.   Learning Objectives: 1. Contextualize mental health support for autistic students as an urgent need. 2. Access key resources that support the mental health of autistic students, particularly regarding anxiety, executive functioning, and challenging behaviors. 3. Identify additional resources that explore nuances of how to support the mental health of autistic students including those with and without co-occurring ADHD.

To view resources from this training, click ATTACHMENT links Click here to watch the recording Event Description Historically, school psychologists functioned in narrow roles in school districts, and many school districts lacked the mental health services students require.  Multi-tiered Systems of Support (MTSS) is based on a public health model of providing services and interventions to students as needed.  This training will discuss the components of a school-based behavioral health model that addresses students’ mental health needs from prevention/promotion to early intervention to intensive services. Learning Objectives: 1.Participants will understand the components of behavioral services in an MTSS model 2.Participants will learn about how universal behavioral health screening occurs in schools 3.Participants will learn about workforce development strategies needed to create an effective mental health workforce 4. Participants will learn how to develop partnerships required to implement comprehensive behavioral health models to schools Trainer Andria Amador, Ed.D, NCSP Andria Amador is the Senior Director of Behavioral Health Services for the Boston Public Schools (BPS).  Andria has dedicated her career to urban school psychology and began her career as a school psychologist before becoming an administrator.  Andria, along with her staff and partners, have developed the Comprehensive Behavioral Health Model (CBHM).  CBHM is a multi-tiered system of supports designed to support the behavioral health needs of students across a continuum of prevention, early-intervention and intensive services.  Implementation of CBHM requires BPS school psychologists to expand their scope of service delivery to include all NASP Domains of Practice.  Andria had the pleasure of serving as the Past President of the Massachusetts School Psychology Association.  She is the Delegate Representative for the Northeast for the National Association of School Psychologists (NASP) and is also the coordinator of the NASP Supervision Interest Group.

Recording of the event Using Data to Promote Equity, originally presented on 5/14/2024. Slide presentation

The Community Resiliency Model (CRM) is a skill-based wellness and prevention program that provides a biological, non-stigmatizing perspective on normal human reactions to stress and trauma. In this webinar we will apply CRM to schools by teaching skills for educators, administrators, and the school mental health workforce to reduce burnout and promote staff retention. Attendees will gain knowledge of concepts to understand stress responses in themselves and others as well as learn skills to help regain emotional balance after experiencing strong negative emotions. The knowledge and skills gained will help attendees avoid burn-out and promote cultures of resiliency in schools to better support student mental health.   Learning objectives: 1. Describe how stress and trauma affect mental and physical health. 2. Describe how CRM can protect and heal via sensory-motor awareness. 3. Explain the 6 CRM skills. 4. Understand how CRM can help reduce burnout and promote resiliency.

              This course is the third session of the Human Trafficking and Trauma-Responive, Healing-Centered Care series. This course builds on the prior two courses, following the path from trauma-informed to trauma-responsive and arriving at healing-centered approaches for those working with survivors of human trafficking. We explore the foundations of healing-centered responses with the understanding that healing-centered is the objective. If trauma informed aims for awareness, and trauma responsive aims toward the care it takes to respond, healing centered will focus on the deep relational elements of collective healing. We develop strategies and methods for responders that engage the responders as part of a care partnership with survivors. We focus on healing as a process that is always unfolding and possible between people. View Products and Resources from Session 1 View Products and Resources from Session 2   About the Facilitators Dr. Heather Curry, PhD  Dr. Heather Curry has over a decade of experience through her scholarship, practice, and professional commitments with many of the most impactful systems of care for victims of human trafficking. She has served as Director for the Hillsborough County Commission on Human Trafficking, during which time she and the Commission, at the behest of the NFL, developed and executed the County’s plan to address Human Trafficking before, during, and over the Super Bowl. However, her approach to the phenomenon of human trafficking is always focused on what happens before, during, and after big events. She was also the Chief Liaison for Hillsborough County’s Juvenile Justice and Equity work. She holds her Doctorate. in Communication Theory from the University of South Florida. She has had teaching and research positions at the University of South Florida, Arizona State University, and Full Sail University during which she focused on social policy and homelessness, and community responses to matters of equity and vulnerability.  Dr. Curry also works with corporations, public sector clients, and non-profit organizations to address diversity, equity and inclusion. Her commitments, personally and professionally, have always been driven toward creating healthier, more responsive communities, in which issues such as human trafficking, can be prevented. Dr. Curry lives in Tampa, Florida with her two sons and two cats in an old, sometimes-lovely moneypit of a bungalow. She has made Tampa home since 2002.   Dr. Marianne Thomas, PhD  Marianne Thomas has an MA in Mental Health Counseling and a PhD in Behavioral Psychology.  As a survivor of human trafficking, Dr. Thomas used education as a way out of the life and has devoted her career to bringing awareness about the true problem of human trafficking in the United States, educating communities on the human trafficking problem in their area, and helping organizations to create or grow their own anti-trafficking program.     Early in her career, Dr. Thomas worked with women and children who experienced homelessness and with men and women within the incarceration system who also struggled with addictions.   She noticed a common thread of women who would trade their bodies for their, and their children’s, basic needs.   This recognition propelled her into the anti-trafficking movement.  Dr. Thomas began her work in the movement with the women she met within the world of homelessness.  Since then, she has worked with trafficking survivors across numerous populations. 

This course is the second session of the Human Trafficking and Trauma-Responive, Healing-Centered Care series. The session seeks to operationalize the concepts explored in the prior course and develop a deeper knowledge of what trauma-responsive care looks like. Co-learners will discuss case studies from responders to HT survivors and begin conceptualizing how to develop and implement their own trauma-responsive strategies. This is a two-fold approach to trauma-responsive care, which considers how secondary trauma manifests for HT responders. They explore methods of self-care and work with their colleagues to put this into action through engaged learning activities. View Products and Resources from Session 1 View Products and Resources from Session 3     About the Facilitators Dr. Heather Curry, PhD  Dr. Heather Curry has over a decade of experience through her scholarship, practice, and professional commitments with many of the most impactful systems of care for victims of human trafficking. She has served as Director for the Hillsborough County Commission on Human Trafficking, during which time she and the Commission, at the behest of the NFL, developed and executed the County’s plan to address Human Trafficking before, during, and over the Super Bowl. However, her approach to the phenomenon of human trafficking is always focused on what happens before, during, and after big events. She was also the Chief Liaison for Hillsborough County’s Juvenile Justice and Equity work. She holds her Doctorate. in Communication Theory from the University of South Florida. She has had teaching and research positions at the University of South Florida, Arizona State University, and Full Sail University during which she focused on social policy and homelessness, and community responses to matters of equity and vulnerability.  Dr. Curry also works with corporations, public sector clients, and non-profit organizations to address diversity, equity and inclusion. Her commitments, personally and professionally, have always been driven toward creating healthier, more responsive communities, in which issues such as human trafficking, can be prevented. Dr. Curry lives in Tampa, Florida with her two sons and two cats in an old, sometimes-lovely moneypit of a bungalow. She has made Tampa home since 2002.   Dr. Marianne Thomas, PhD  Marianne Thomas has an MA in Mental Health Counseling and a PhD in Behavioral Psychology.  As a survivor of human trafficking, Dr. Thomas used education as a way out of the life and has devoted her career to bringing awareness about the true problem of human trafficking in the United States, educating communities on the human trafficking problem in their area, and helping organizations to create or grow their own anti-trafficking program.     Early in her career, Dr. Thomas worked with women and children who experienced homelessness and with men and women within the incarceration system who also struggled with addictions.   She noticed a common thread of women who would trade their bodies for their, and their children’s, basic needs.   This recognition propelled her into the anti-trafficking movement.  Dr. Thomas began her work in the movement with the women she met within the world of homelessness.  Since then, she has worked with trafficking survivors across numerous populations. 

Recording for the National Center for School Mental Health led event Mental Health Literacy: What Is It and Why Is It Important?, originally held on April 9, 2024. Slide presentation

Download Session Slides Here Medicaid is a leading source of financing for school mental health services and programs, and in most states Medicaid-enrolled youth receive their benefits through Medicaid Managed Care plans.  This webinar will provide an enhanced understanding of how school mental health services can be paid for through Medicaid, with a special focus on Medicaid Managed Care.  Through this webinar, our presenter Dr. Adam Wilk (Emory University) will clarify how it can be determined whether a given service will be reimbursable through Medicaid, and highlight how school mental health care providers can have different experiences when working with Medicaid Managed Care plans to pay for their services. Learning Objectives: Specify the requirements that must be met in order to bill Medicaid or Medicaid Managed Care plans for school mental health services. Discuss ways in which these requirements may vary across states as well as, within a given state, across Medicaid Managed Care plans. Describe opportunities to learn about the Medicaid Managed Care plans in your state and how to meet their requirements to pay for school mental health services.    

This event is part of the UW SMART Center's 2024 Virtual Speaker Series. Learn more about other sessions from the series here. Bullying Prevention in Elementary and Middle Schools: Leveraging Experts in Your Building Description: Session attendants will learn about the types of bullying, strategies to disrupt bullying in schools, and focus specifically on how to leverage school resource officers, bus drivers, and other safety personnel in your bullying prevention efforts. Objectives: Participants will be able to describe at least four different types of bullying and their characteristics Participants will be able to identify a schoolwide strategy to disrupt bulying Participants will be able to train school resource officers, bus drivers, and other safety personnel in the schoolwide prevention strategy   Presentation Materials Recording Now Available!   About the Presenter: Sara McDaniel, Ph.D. Professor of Special Education in the Department of Special Education and Multiple Abilities, and Director of the Center for Interconnected Behavioral and Mental Health Systems at the University of Alabama Dr. McDaniel is a professor of Special Education in the Department of Special Education and Multiple Abilities at the University of Alabama and is the Director of the Center for Interconnected Behavioral and Mental Health Systems (CIBMHS). The CIBMHS is a research center that engages in rigorous research in schools and focuses on supporting schools and districts in implementing Positive Behavioral Interventions and Supports (PBIS) and school-based mental health services. Dr. McDaniel conducts research and teaches in the areas of: (a) PBIS, (b) classroom management assessment and coaching, (c) Tier 2 social, emotional, and behavioral supports, and (d) preventative treatments for diverse populations of students placed at high risk.       Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

Recording for the National Center for School Mental Health led event Strategies for Discussing Race, Racial Discrimination, and Racial Trauma with Youth, originally held on March 12, 2024. Presentation Slides

This is a recording of Workshop 6 of 6 in the "Trauma-Informed, In School Sessions" Workshop Series.  The Heart Work: Equity-Centered Coaching Practices for Trauma-Informed Collegiality and Collective Healing Trauma Informed Principle to Practice: Cultural Humility   As systemic inequities and trauma are often intertwined, addressing their connection becomes crucial in trauma-informed school communities. Centering equity in every student interaction and adult partnership supporting the school system is essential. The capacity for the adults responsible for implementing trauma-informed practices grounded in equity is nurtured through equity-centered coaching.   In this workshop video, Pacific Southwest MHTTC's School Mental Health Specialist Melissa Smith leads an exploration of the principles of equity-centered coaching to cultivate trauma-informed school environments. Coaching conversations, grounded in active listening, cultural humility, and psychological safety, model the equitable interactions that administrators might have with educators and providers so that educators and providers can offer the same experience with their students.   Melissa brings forth opportunities to examine our own identities, assumptions, patterns, and beliefs - thereby creating space for new perspectives. This self-reflection enables us to recognize how inequities and trauma manifest in our schools. As we build self-awareness about our experiences and worldviews, we become better able to perceive concerning dynamics and interrupt cycles of harm.   This workshop recording is an invitation to envision the trauma-informed and healing-centered schools we desire – places where adults possess the tools to nurture their well-being and fully empower students. We will review evidence-based tools, rationale, and resources to foster cultural humility, mitigate systemic barriers, and build trusting partnerships across the school community.