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  Due to technical difficulties, we were unable to process and upload the video portion of our webinar. We apologize for this inconvenience. Presentation slides are still available.   Attendees will engage in discussion with panelists on navigating context paralysis and addressing the mental well-being of LGBTQIA+ youth. Panelists are presenters from the previous sessions.   Speakers: Jordan Mix, Jabari Lyles, Shelley Craig, PhD, Leah Love, MSSA, LISW, LCSW, and Alison DeLizza, PhD   Jordan Mix (they/them) is the Director of Educational Programming at Iowa Safe Schools. They graduated from Drake University in 2016 with degrees in Law, Politics, and Society; Sociology; and Women and Gender Studies. While at Drake they were the president of Drake’s LGBTQ organization, Rainbow Union, helped establish the first all-gender bathroom on campus, and collaborated heavily in writing Drake’s Transgender Inclusion Statement. Jordan also completed their graduate studies in Gender and Sexuality Studies at the University of North Carolina Charlotte. In 2019, Jordan was the head curator of a project called Breathe, Learn, Act — the first ever virtual care package for parents and loved ones of transgender and non-binary kids. Jordan joined the Iowa Safe Schools team in March of 2020, where they work with K-12 educators to develop LGBTQ-Inclusive curriculum, facilitate an online academy for Iowa’s K-12 educators, and lead training sessions for students, educators, and other community members. When they’re not working, you can find Jordan hiking with their wife, cheering on the U.S. Women’s National Soccer Team with their cat, and honing their home barista skills.   ____   Jabari Lyles (they/them) is an unapologetically Black, fat, queer, gender non-conforming educator, community organizer, servant leader and consultant with over 15 years of experience leading initiatives which emphasize their passion for people, education and justice. A native of Maryland, Jabari has been active in LGBTQ organizing in across the state throughout their entire career. Aside from a long history with several flagship LGBTQ organizations in Baltimore and beyond, Jabari is most proud of their experience as a proud, Black and openly queer classroom teacher at public and independent schools in Baltimore City. Jabari was born in Baltimore City and raised in Baltimore County, Maryland. Their family, who were mostly educators and human service providers, encouraged them from an early age to nurture their love of learning and to be proud of any job well done. It was in high school that Jabari became involved with the local chapter of GLSEN, the country’s leading organization championing LGBTQ issues in K-12 schools. At 15, Jabari began assisting with producing the annual Youth Summit, a free conference-style event for LGBTQ youth and allies from the Greater Baltimore area. At 19, Jabari became the lead facilitator for the Safe Schools for All—Baltimore program, offering assemblies, guest lectures and workshops to elementary, middle and high school students on anti-bullying and LGBTQ inclusion, as well as professional development training to teachers and administrators on creating safer and more affirming schools for LGBTQ youth. For the next decade, Jabari would dedicate their career to helping shape Baltimore’s schools, nonprofits, government and businesses, into safe, inclusive places for all of the many identities found within the LGBTQ community. Prior to launching into a career as a full-time consultant, Jabari was the first-ever Senior Advisor and Director of LGBTQ Affairs for the Office of the Mayor in Baltimore City, a newly created position in local government, where they supported Baltimore’s three previous Mayoral administrations on the needs and interests of the LGBTQ community, while working to grow the community’s capacity and visibility. During their time in the Mayor’s Office, Jabari was instrumental in developing crucial new policies, including the city-wide Gender Neutral Restroom Act, the sex-based discrimination and transgender student rights policy in Baltimore City Public Schools and the legislation to amend the City charter to create Baltimore’s first Mayor’s Office of LGBTQ Affairs. Jabari is the former Chief Operating Officer and Senior Strategist at Baltimore Safe Haven, a nonprofit organization providing health and housing services for transgender people living in survival mode in Baltimore City. Currently, Jabari works with communities across the country providing consultation, technical assistance and guest speaking on gender, identity, leadership and inclusion in education. Jabari is retained by the Gender & Family Project at the Ackerman Institute for the Family as a Training & Capacity Building Associate, where they provide gender inclusion training for educators and service providers in New York City, including the New York City Department of Education. In October 2021, Governor Larry Hogan appointed Jabari to a four-year term on Maryland’s first-ever statewide Commission on LGBTQ Affairs, a 15-member body who will assist the state government with shaping public policy and furthering the capacity of state agencies to fully serve and represent LGBTQ Marylanders. Jabari has worked with and led local and statewide LGBTQ organizations, including becoming the first-ever executive director of GLSEN Maryland, the youngest-ever President and Executive Director of The Pride Center of Maryland, and co-chairperson of the education workgroup for Youth Equality Alliance, a policy coalition working towards positive outcomes for LGBTQ youth in Maryland convened by FreeState Justice. They are the former chairperson and executive producer of Baltimore Pride, a former elementary and middle school teacher in Baltimore City and the first-ever LGBTQ Studies teacher in the Upper School at Friends School of Baltimore. They are a seasoned diversity trainer and group facilitator, and has participated on several workgroups, boards and coalitions working towards gender, racial and sexual justice for Black people, transgender people and LGBTQ youth. Jabari has delivered guest lectures and guest speaking on LGBTQ inclusion and public service for Harvard University, Johns Hopkins University, Towson University, McDaniel College and the Maryland Institute College of Art. Their contributions have appeared in local and national publications, including the Baltimore Sun, Washington Blade, Baltimore Magazine, The New York Times, WYPR, Okayplayer and Youth Today. Their 2017 TEDx Talk, entitled Black Self/White World: Lessons on Internalized Racism gained over 200,000 views and has been featured in racial justice education and university syllabi across the globe. Jabari is a 2018 Baltimore Homecoming Hero, the only two-time recipient of the Mark Scurti Award for Outstanding Contributions to the LGBTQ Community by OUTLaw at the University of Baltimore School of Law, a 2020 Business Equality Pride Magazine LGBTQ Leader Under 40, and was recently named Emerging Leader of the Year by the Maryland LGBT Chamber of Commerce. Jabari attended The Community College of Baltimore County, and The University of Maryland—Baltimore County (UMBC) as a Sherman STEM Teacher Scholar. They have completed significant university coursework in mathematics, physical science, teacher education and gender studies, as well as a graduate certificate program in Supporting System-Involved LGBTQ Youth from Georgetown University. They currently reside in Southeast Baltimore City, where they enjoy trying out new recipes, entertaining for family and friends, dancing to loud music, the beach, and Beyoncé.   ____   Shelley L. Craig joined the Factor-Inwentash Faculty of Social Work in 2009 as an Assistant Professor. She served as an Associate Dean, Academic from 2016-2019. She is currently a full Professor and holds a Canada Research Chair in Sexual and Gender Minority Youth. Dr. Craig’s program of research focuses on cultivating resilience in marginalized populations through innovative, community-based interventions. Her primary specializations are: (1) understanding the needs of sexual and gender minority youth (SGMY), particularly the role of information and communication technologies on their mental health and wellbeing (2) developing of tailored interventions to address the mental health disparities of SGMY (3) exploring the skills and interventions used by health social workers to impact the social determinants of health (3) developing competent social work practitioners through effective social work education. Dr. Craig has developed and tested the first evidence-informed interventions for sexual and gender minority youth mental health including Strengths-First (a resilience-focused case management program for youth at risk); ASSET (an empowering group model delivered in schools), AFFIRM (an affirmative cognitive-behavioural group intervention) and AFFIRMative Caregiver (an affirmative group intervention for parents and caregivers of SGMY). She has created INQYR, The International Partnership for Queer Youth Resilience, which consists of fifty international scholars, four regional research networks and twelve students as part of the International Student Training Network. Dr. Craig has also directed a community research plan in Miami-Dade County and subsequently established a comprehensive system of care for SGMY and their families. In addition to many other research activities, she has conducted extensive research on HIV prevention interventions with juvenile detainees, newcomers and immigrants and sex workers. She is a PI on an international study of LGBTQ students in social work programs. Dr. Craig is grateful to have been funded by SSHRC, CIHR, PHAC, Lesbian Health Foundation as well as other donors. During her extensive practice history, Dr Craig has served as: Founder and Executive Director of the Alliance for LGBTQ Youth, Executive Director of ALSO for Out Youth; Medical social worker in the emergency care center of a community hospital; and Director of a domestic violence shelter as well as many other positions. She has been grateful to be the recipient multiple awards including the Ontario Association of Social Work (OASW) Inspirational Social Work Leader (2015).   ____   Leah Love (she/her) has a passion for helping others and creating a safe space for individuals to navigate through life’s barriers. Leah is an independently practicing social worker with an undergraduate degree in Applied Science and a postgraduate degree in Master of Science in Social Administration (MSSA). Leah Love, MSSA, LISW, LCSW has a hybrid role with Vita Health as Clinical Development Lead and Clinician. She is a Licensed Clinical Social Worker in the state of Ohio. She has worked in the social service field for over 10 years in both clinical and administrative roles. Leah has a passion for assisting others reach their goals, needs and fundamental happiness by intentionally creating a safe environment to work through life’s barriers. She practices from an array of theoretical perspectives utilizing various applicable interventions. Her expertise is in working with youth identifying in the LGBTQ+ community.   ____   Dr. Alison DeLizza is a child psychologist who has a special interest in working with children and teens with anxiety and depression. She has been working in Nebraska since 2018 when she relocated from Western Michigan. In addition to anxiety and depression, Dr. DeLizza also has experience working with children and teens with ADHD and other behavior disorders. Dr. DeLizza's therapy interests also include OCD and working with LGBTQIA+ youth. Dr. DeLizza completed her PhD in Clinical Psychology at Western Michigan University and her Clinical Internship at the Munroe-Meyer Institute at UNMC.         Learn more about this series: Supporting the Mental Well-being of LGBTQIA+ Youth in Schools    

About the Session: Returning to school after experiencing psychosis can be challenging and stressful for individuals and families. This 60-minute session covered how educators can screen for psychosis and support families and elementary/middle/high school students in navigating school supports for students with psychosis. We also discussed the purpose of and strategies for approaching disclosure and review school accommodations that may be helpful for supporting the academic success of students with early psychosis and those at risk for psychosis. Session slides can be accessed by clicking the DOWNLOAD button above The video recording can be accessed below Resources of interest shared during the session can be accessed here Intended Audience: This introductory-level learning series is geared toward the following school personnel from middle and high schools: School mental health providers, such as school counselors, social workers, psychologists, and other mental health professionals (those hired by the school and those who work for a community organization and come into the school to provide school mental health services) School nurses/school health aides, and other primary care partners working in schools School educators, administrators, school resource officers, and mental health peer leaders Please note: This is session 2 of a 3-part Introductory Series, Early Psychosis 101: Basics for Supporting Students. Learn more about the speakers for this session and access information about the other sessions in the series here.

  RECORDING: Collaboration for High Quality School Mental Health Services: Effective Partnering with Families and Advocates   Effective family-school collaboration has consistently been shown to enhance child and family outcomes. Caregivers know their children best and are well-equipped to serve as equal members of school teams that support their children and communities. Additionally, federal law and professional ethics necessitate the full participation of families in many school-based processes. Unfortunately, many school-based providers struggle to meaningfully collaborate with families due to competing demands and a lack of understanding around best practices in family engagement and legal requirements. Family advocates provide necessary support to families as they navigate complex school and community resources and can support schools in effective collaboration. In this webinar, participants will learn about effective family-school partnership practices, which will include an outline of procedures that necessitate caregiver involvement, specific family engagement strategies, and community resources for families and professionals.     LEARNING OBJECTIVES: Demonstrate effective family-school partnership practices Develop appropriate procedures for caregiver involvement Identify specific family engagement strategies and community resources     PRESENTERS: Miranda Zahn, PhD, NCSP, is an Assistant Professor of School Psychology at the University of South Dakota. She conducts research, training, and technical assistance in school-based mental health services. Specifically, Miranda focuses on social justice and the role of teachers in school supports for youth mental health. In addition, Miranda is a school psychologist and school mental health provider at Nebraska’s Educational Service Unit #1, where she provides direct services to youth as well as training and systems consultation to schools.     Lisa Sanderson has served as Project Director for the statewide Family to Family Health Information Center at South Dakota Parent Connection since 2008, also home to the state’s OSEP funded Parent Training and Information Center. She has worked with systems and families across South Dakota for over 25 years, serves as USD Faculty for the Leadership Education in Neurodevelopmental Disabilities (LEND) Program, and is the CDC's Act Early Ambassador to South Dakota (2018-2024). Lisa has a Bachelor of Science degree, maintains licensure by the SD Board of Social Work Examiners, and was a certified educator for many years. Lisa is a parent and grandparent of children with exceptional needs.       The Great Lakes MHTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.

This is a recording of, “Session 3 of October Rising Practices Series - Interrupting Bullying & Fostering Belonging for the School Mental Health Workforce,” on October 26, 2023. In our final session in this three-part series, Region 9 School Mental Health Field Director Leora Wolf-Prusan moderated a panel discussion that offered learnings about the power of bias reduction curricula in elementary schools, and the ways in which school district and county systems can shift internal cultures to be welcoming drivers of equitable compassion. Among other themes, the session uplifted new practices of how to respond to and interrupt xenophobia and anti-immigrant hate in our classrooms.    This workshop recording features guest speakers including Drs. Carrie Langner and Linda Lee with California Polytechnic State University in San Luis Obispo, Dr. Carolyn Sattin-Bajaj with the Gevirtz Graduate School of Education at the University of California, Santa Barbara and Valerie White, LCSW, M.Ed, a licensed clinical social worker and founder of Magical Minds.    The session's guiding questions were: What might the school mental health workforce need to know about the difference and similarities between abuse, harassment, and bullying in k-12 contexts? What might be new or pressing phenomena related to bullying (e.g., anti-LGBTQIA+ bullying or the intersection of bullying and suicidality) for which we need to raise awareness? What challenges do we foresee at the workforce level, and what training, resources, or other support would help resolve these challenges? What might be some rising practices, policies and successful strategies for anti-bullying policies and practices?   This session was designed school administration, site and systems leaders, school social workers, school counselors, school psychologists, educators, instructional coaches, school climate personnel, after school program providers, child advocates, and whoever else is interested!

Download the presentation slides here 1 in 36 school-age children have autism. 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 the past year, the SEMHTTC team has disseminated resources related to identifying and supporting mental health challenges in this population, including anxiety and, more recently, executive function. The purpose of this two-part series is to build on the didactic content covered in our earlier learning sessions on executive function [Part 1, Part 2] and provide more opportunity to cover a case example, engage in discussion, and have ample time for Q&A.  In each session, we will provide a very brief overview of the prior content we covered (15 minutes), have an in-depth discussion of one case example (15 minutes), and ample time for questions and open conversation related to the mental health of autistic students (25 minutes).   The first learning session will be devoted to common executive functioning differences in autistic students. Define executive functioning and its importance for autistic youth. Know the executive functioning differences that are common in autistic youth Identify executive functioning differences among autistic youth within one case study.

This is a recording of, “Interrupting Bullying & Fostering Belonging for the General Mental Health Workforce,” on October 24, 2023. In honor of October’s National Bullying Prevention Month, the Pacific Southwest MHTTC hosted a series of learning sessions to augment mental health providers and systems leaders’ knowledge, skills, and approaches for effectively responding to and preventing bullying while also fostering belonging. In dialogue with a set of regional leaders and specialists, including Jennifer Pardini, Community Education Coordinator at Legal Assistance for Seniors; Dr. Nellie Tran, Professor of Counseling and School Psychology at San Diego State University and Executive Director of the SDSU Center for Community Counseling & Engagement; and Robin Kincaid, Program Director of Nevada PEP’s Safe Allies and Education Services, we explored new phenomena related to bullying (e.g., anti-immigrant harassment, elder abuse, workplace bullying) and strategies for fostering belonging. This panel event brought to light the challenges foreseen at the workforce level, and identified training, resources, and other support to help resolve them. Our Pacific Southwest Team centered conversations around rising practices, policies, and successful strategies for bullying prevention and response. This session was designed for psychologists, community mental health workers, community health center professionals, social workers, marriage and family therapists, pre-service graduate students, and anyone else interested!"

About the Session: This 60-minute session provides a brief overview of what early psychosis is, including signs and symptoms, how symptoms occur on a continuum, treatment options, the promise of early intervention and common barriers to care, and how school providers can recognize and respond to early signs. Session slides can be accessed by clicking the DOWNLOAD button above The video recording can be accessed below Resources of interest shared during the session can be accessed here Intended Audience: This introductory-level learning series is geared toward the following school personnel from middle and high schools: School mental health providers, such as school counselors, social workers, psychologists, and other mental health professionals (those hired by the school and those who work for a community organization and come into the school to provide school mental health services) School nurses/school health aides, and other primary care partners working in schools School educators, administrators, school resource officers, and mental health peer leaders Please note: This is session 1 of a 3-part Introductory Series, Early Psychosis 101: Basics for Supporting Students. Learn more about the speakers for this session and access information about the other sessions in the series here.

  Students are reporting overall mental health decline, including increases in anxiety and persistent sadness. Aligning school-based mental health supports within existing structures and building skills of educators can increase access to evidence-based interventions. This session will highlight: best practices in school-based mental health; specific function-based interventions at the classroom, group, and individual levels; and access to free resources from the Mid-America MHTTC.   Presented by: Hannah West, PhD, BCBA, is a regional trainer for the Mid-America MHTTC and behavioral health provider at Sunflower Pediatric Behavioral Health in Shawnee, Kansas. Dr. West is passionate about assisting schools and districts at the systems level through consultation and coaching to match student academic, behavioral and mental health needs with resources available through the development of multi-tiered systems of support. As a trainer for the National Association of School Psychologists’ (NASP) PREPaRE curriculum, she is also passionate about working with schools to implement best-practice prevention, intervention, and postvention supports related to school crises. Dr. West received her doctorate in school psychology from Oklahoma State University. Her doctoral training and research focused on child and adolescent assessment and treatment, as well as working within the systems and environments they live to match resources to needs.   Jessica Christensen, M.Ed, holds a bachelor’s degree in Secondary English Education and a master’s in Education. With over a decade of middle school teaching experience, she moved from the classroom to the non-profit sector. Following the conclusion of Please Pass the Love in May 2023, she transitioned from Please Pass the Love to a full-time role at MHTTC. Jessica offers valuable insights to enhance mental well-being in education, empowering educators, and guiding districts to strengthen their mental health frameworks.     Learn more about our School Mental Health program.     

This is a recording of Workshop 4 in the Back to School Series, entitled, “Trauma Informed Suicide Prevention for Administrators,” on September 13, 2023. In the penultimate workshop session, CARS own Training and Technical Assistance Specialists, and former school site and district administrators, Tina Rocha and Angela Castellanos discussed how to build an understanding of suicide prevention policy, the prevalence and impact of traumatic stress and its relation to suicide, and resources available to schools. This session was designed for system leaders, prevention specialists, educators, administrators, school site leadership, district and state administrative leadership, and anyone interested in growing their knowledge, skills, and approaches to suicide prevention in their practice.

  Attendees will learn evidence-based, individual and family therapy practices for LGBTQIA+ youth. This session will highlight creating an inclusive therapeutic context and recognizing intersectional identities of individual students.   Presented by: Leah Love, MSSA, LISW, LCSW Leah Love (she/her) has a passion for helping others and creating a safe space for individuals to navigate through life’s barriers. Leah is an independently practicing social worker with an undergraduate degree in Applied Science and a postgraduate degree in Master of Science in Social Administration (MSSA). Leah Love, MSSA, LISW, LCSW has a hybrid role with Vita Health as Clinical Development Lead and Clinician. She is a Licensed Clinical Social Worker in the state of Ohio. She has worked in the social service field for over 10 years in both clinical and administrative roles. Leah has a passion for assisting others reach their goals, needs and fundamental happiness by intentionally creating a safe environment to work through life’s barriers. She practices from an array of theoretical perspectives utilizing various applicable interventions. Her expertise is in working with youth identifying in the LGBTQ+ community.     Learn more about this series: Supporting the Mental Well-being of LGBTQIA+ Youth in Schools    

From wildfires to school shootings, we need to be prepared to support the mental health of students, staff and families in our school communities when disaster strikes. This concise resource is a critical tool in building your response plans.   Access The Disaster Behavioral Health: Response and Recovery Considerations Document Here >    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.

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  The Great Lakes Current is the e-newsletter of the Great Lakes ATTC, MHTTC, and PTTC.   The October 2023 issue honors National Domestic Violence Awareness Month, National Youth Substance Use Prevention Month, Hispanic Heritage Month, World Mental Health Day (October 10), and the newest installment of the NIATx in New Places blog series on the ATTC/NIATx Service Improvement Blog! As always, you will also find links to all upcoming events and trainings hosted by the Great Lakes ATTC, MHTTC, and PTTC!  

The Northwest Mental Health Technology Transfer Center and the UW SMART Center presented the 2024 Virtual Speaker Series to the school mental health workforce. The six-session series features discussions on ways to create a positive school climate for students and staff. Through this series, we spotlight evidenced-based strategies to address universal screening, staff retention, and bullying and its intersection with youth mental health and violence. Please feel free to share the series flyer with your colleagues!   Learn more and register for upcoming events in the series here.    Check out the history of this series! SMART Center 2023 Speaker Series SMART Center 2022 Speaker Series SMART Center 2021 Speaker Series   Learn more about the UW SMART Center here.   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.

  Attendees will learn evidence-based, small group practices for LGTBQIA+ youth. Attendees will understand core components for small group therapy and identify components that can be modified to be inclusive of LGBTQIA+ youth. Attendees will also hear about a small group intervention that was specifically designed for LGBTQIA+ youth.   Presented by: Shelley Craig, PhD Shelley L. Craig joined the Factor-Inwentash Faculty of Social Work in 2009 as an Assistant Professor. She served as an Associate Dean, Academic from 2016-2019. She is currently a full Professor and holds a Canada Research Chair in Sexual and Gender Minority Youth. Dr. Craig’s program of research focuses on cultivating resilience in marginalized populations through innovative, community-based interventions. Her primary specializations are: (1) understanding the needs of sexual and gender minority youth (SGMY), particularly the role of information and communication technologies on their mental health and wellbeing (2) developing of tailored interventions to address the mental health disparities of SGMY (3) exploring the skills and interventions used by health social workers to impact the social determinants of health (3) developing competent social work practitioners through effective social work education. Dr. Craig has developed and tested the first evidence-informed interventions for sexual and gender minority youth mental health including Strengths-First (a resilience-focused case management program for youth at risk); ASSET (an empowering group model delivered in schools), AFFIRM (an affirmative cognitive-behavioural group intervention) and AFFIRMative Caregiver (an affirmative group intervention for parents and caregivers of SGMY). She has created INQYR, The International Partnership for Queer Youth Resilience, which consists of fifty international scholars, four regional research networks and twelve students as part of the International Student Training Network. Dr. Craig has also directed a community research plan in Miami-Dade County and subsequently established a comprehensive system of care for SGMY and their families. In addition to many other research activities, she has conducted extensive research on HIV prevention interventions with juvenile detainees, newcomers and immigrants and sex workers. She is a PI on an international study of LGBTQ students in social work programs. Dr. Craig is grateful to have been funded by SSHRC, CIHR, PHAC, Lesbian Health Foundation as well as other donors. During her extensive practice history, Dr Craig has served as: Founder and Executive Director of the Alliance for LGBTQ Youth, Executive Director of ALSO for Out Youth; Medical social worker in the emergency care center of a community hospital; and Director of a domestic violence shelter as well as many other positions. She has been grateful to be the recipient multiple awards including the Ontario Association of Social Work (OASW) Inspirational Social Work Leader (2015).       Learn more about this series: Supporting the Mental Well-being of LGBTQIA+ Youth in Schools     Co-sponsored by:  

Download the presentation slides here Are you feeling supported at work? Is there synergy amongst your staff? Is your school on the same page with your community partners and parents? With the importance of focusing on our students’ success, it’s easy to put off attending to ourselves and our colleagues. In this session, we review practical recommendations and resources that put a campus culture of resilience within reach. Creating a climate of respect and compassion and sustaining a culture that values adults as allies in the shared mission of the school does not have to be an after-thought. Together, we will identify practices that are practical, accessible, and impactful for your school community’s well-being.  This is part of a learning series intended to help you reset and restore your own sense of wellness, and to help inform the way districts and schools promote cultures of care that benefit staff and partners. This session is for school and district staff including administrators, coordinators, school mental health and health staff, community partners, and other champions of staff well-being – with a role in influencing the engagement of staff, school community partners, and students' families.

School violence, including school-based gun violence, is a major public health issue that has negative consequences for students, families, schools, and communities (Basile et al., 2020; Peterson et al., 2021). One approach that schools have adopted to address school violence is behavioral threat assessment (BTA). Based on a request from our funder, the Substance Abuse and Mental Health Services Administration (SAMHSA), we developed a report on behavioral threat assessment and its intersection with youth mental health. This report aims to: Describe the problem of school violence and how BTA became a widely implemented school violence prevention strategy; Report on the current state of BTA implementation and its effectiveness; Discuss considerations for the fit and appropriateness of using BTA in schools; and Offer recommendations for schools, policymakers, funders, researchers, and SAMHSA on addressing BTA use in schools.

Download the presentation slides here Feeling the Back to School blues? Stressed being on campus again? Interested in hacks that help make it better? This session is designed for all of you showing up to navigate the new year with students and colleagues. You have a lot to do. This is an opportunity to make sure YOU are on your own to-do list. Take care of you right now and this year using efficient tools and strategies. Building on self-care and collective care modules from earlier in this series, our session distills practices that anyone can use to boost resilience, buffer stress, and sustain wellness. This session identifies free resources that help ease the transition into the school year right now and support your well-being all year long.  This session is for all school and district staff, including but not limited to principals, vice principals, health/wellness coordinators, teachers, aides, school mental health providers, and other adults on campus.

  Attendees will learn about federal policies and procedures that impact trans, nonbinary, and gender expansive youth. Attendees will receive examples of inclusive policies that states, districts, and schools have implemented that impact the mental well-being of LGBTQIA+ youth.   Presented by: Jabari Lyles Jabari Lyles (they/them) is an unapologetically Black, fat, queer, gender non-conforming educator, community organizer, servant leader and consultant with over 15 years of experience leading initiatives which emphasize their passion for people, education and justice. A native of Maryland, Jabari has been active in LGBTQ organizing in across the state throughout their entire career. Aside from a long history with several flagship LGBTQ organizations in Baltimore and beyond, Jabari is most proud of their experience as a proud, Black and openly queer classroom teacher at public and independent schools in Baltimore City. Jabari was born in Baltimore City and raised in Baltimore County, Maryland. Their family, who were mostly educators and human service providers, encouraged them from an early age to nurture their love of learning and to be proud of any job well done. It was in high school that Jabari became involved with the local chapter of GLSEN, the country’s leading organization championing LGBTQ issues in K-12 schools. At 15, Jabari began assisting with producing the annual Youth Summit, a free conference-style event for LGBTQ youth and allies from the Greater Baltimore area. At 19, Jabari became the lead facilitator for the Safe Schools for All—Baltimore program, offering assemblies, guest lectures and workshops to elementary, middle and high school students on anti-bullying and LGBTQ inclusion, as well as professional development training to teachers and administrators on creating safer and more affirming schools for LGBTQ youth. For the next decade, Jabari would dedicate their career to helping shape Baltimore’s schools, nonprofits, government and businesses, into safe, inclusive places for all of the many identities found within the LGBTQ community. Prior to launching into a career as a full-time consultant, Jabari was the first-ever Senior Advisor and Director of LGBTQ Affairs for the Office of the Mayor in Baltimore City, a newly created position in local government, where they supported Baltimore’s three previous Mayoral administrations on the needs and interests of the LGBTQ community, while working to grow the community’s capacity and visibility. During their time in the Mayor’s Office, Jabari was instrumental in developing crucial new policies, including the city-wide Gender Neutral Restroom Act, the sex-based discrimination and transgender student rights policy in Baltimore City Public Schools and the legislation to amend the City charter to create Baltimore’s first Mayor’s Office of LGBTQ Affairs. Jabari is the former Chief Operating Officer and Senior Strategist at Baltimore Safe Haven, a nonprofit organization providing health and housing services for transgender people living in survival mode in Baltimore City. Currently, Jabari works with communities across the country providing consultation, technical assistance and guest speaking on gender, identity, leadership and inclusion in education. Jabari is retained by the Gender & Family Project at the Ackerman Institute for the Family as a Training & Capacity Building Associate, where they provide gender inclusion training for educators and service providers in New York City, including the New York City Department of Education. In October 2021, Governor Larry Hogan appointed Jabari to a four-year term on Maryland’s first-ever statewide Commission on LGBTQ Affairs, a 15-member body who will assist the state government with shaping public policy and furthering the capacity of state agencies to fully serve and represent LGBTQ Marylanders. Jabari has worked with and led local and statewide LGBTQ organizations, including becoming the first-ever executive director of GLSEN Maryland, the youngest-ever President and Executive Director of The Pride Center of Maryland, and co-chairperson of the education workgroup for Youth Equality Alliance, a policy coalition working towards positive outcomes for LGBTQ youth in Maryland convened by FreeState Justice. They are the former chairperson and executive producer of Baltimore Pride, a former elementary and middle school teacher in Baltimore City and the first-ever LGBTQ Studies teacher in the Upper School at Friends School of Baltimore. They are a seasoned diversity trainer and group facilitator, and has participated on several workgroups, boards and coalitions working towards gender, racial and sexual justice for Black people, transgender people and LGBTQ youth. Jabari has delivered guest lectures and guest speaking on LGBTQ inclusion and public service for Harvard University, Johns Hopkins University, Towson University, McDaniel College and the Maryland Institute College of Art. Their contributions have appeared in local and national publications, including the Baltimore Sun, Washington Blade, Baltimore Magazine, The New York Times, WYPR, Okayplayer and Youth Today. Their 2017 TEDx Talk, entitled Black Self/White World: Lessons on Internalized Racism gained over 200,000 views and has been featured in racial justice education and university syllabi across the globe. Jabari is a 2018 Baltimore Homecoming Hero, the only two-time recipient of the Mark Scurti Award for Outstanding Contributions to the LGBTQ Community by OUTLaw at the University of Baltimore School of Law, a 2020 Business Equality Pride Magazine LGBTQ Leader Under 40, and was recently named Emerging Leader of the Year by the Maryland LGBT Chamber of Commerce. Jabari attended The Community College of Baltimore County, and The University of Maryland—Baltimore County (UMBC) as a Sherman STEM Teacher Scholar. They have completed significant university coursework in mathematics, physical science, teacher education and gender studies, as well as a graduate certificate program in Supporting System-Involved LGBTQ Youth from Georgetown University. They currently reside in Southeast Baltimore City, where they enjoy trying out new recipes, entertaining for family and friends, dancing to loud music, the beach, and Beyoncé.     Learn more about this series: Supporting the Mental Well-being of LGBTQIA+ Youth in Schools     Co-sponsored by:  

Many practitioners know "the basics" of virtual treatment and seek support in improving their effectiveness & strategies. This desk guide provides resources, information, and quick tips for practitioners working with youth in virtual settings.  This guide was created by WAFCA with funding from the Great Lakes MHTTC and is based on material presented by Lisa Anderson, LPC, CSW, in spring 2021.

  All public schools in California are required to offer Identity Support Plans (IDSP) for LGBTQ+ students in elementary, middle, and high school.  This tool guides California public middle and high schools through the development of a plan to support LGBTQ+ students’ identity, success, and safety at school. It is designed for school staff, caregivers, and the student to work together to complete the document. This tool supports districts’ commitment to making educational spaces safe and supportive for ALL students, regardless of gender, sexual orientation, gender identity, or expression.   All available IDSP tools and supporting documents can be accessed on the main product page. 

  All public schools in California are required to offer Identity Support Plans (IDSP) for LGBTQ+ students in elementary, middle, and high school.  The IDSP for secondary schools supports public middle and high school staff in California to work with gender-diverse students, and potentially their caregivers, to identify ways in which the student’s identity is respected and supported at school. The IDSP process fosters an educational environment that is safe and supportive for ALL students, and it serves as an effective tool to help guide school staff through conversations with families, other caregivers, and children.  This document explains the IDSP process, provides guidance about how to use the IDSP tool, and offers strategies and discussion tips that school staff can use when working with caregivers and students.   All available IDSP tools and supporting documents can be accessed on the main product page. 

  All public schools in California are required to offer Identity Support Plans (IDSP) for LGBTQ+ students in elementary, middle, and high school.  This Identity Support Plan for Elementary (IDSPE) is a form designed to be filled out collaboratively by school staff, the student, and the student’s caregiver(s) to ensure that students feel safe in classrooms and across the school environment.  The IDSPE tool was created to help gender-diverse students share anything that might make them feel unsafe or uncomfortable. It also gives students a chance to share and express how they feel about their name and gender expression or identity. You can also access the corresponding Identity Support Plan for Elementary (IDSPE) Explainer, which explains the IDSPE process, provides guidance about how to use the IDSPE tool, and offers strategies and discussion tips that school staff can use when working with caregivers and students.   All available IDSP tools and supporting documents can be accessed on the main product page. 

  All public schools in California are required to offer Identity Support Plans (IDSP) for LGBTQ+ students in elementary, middle, and high school.  An Identity Support Plan for Elementary (IDSPE) supports public school staff in California to work with gender-diverse students, and potentially their caregivers, to identify strategies for ensuring that their identity is respected and supported. The IDSPE process fosters an educational environment that is safe and supportive for ALL students, and it serves as an effective tool to help guide school staff conversations with families, other caregivers, and children. This document explains the IDSPE process, provides guidance about how to use the IDSPE tool, and offers strategies and discussion tips that school staff can use when working with caregivers and students.   All available IDSP tools and supporting documents can be accessed on the main product page.