What are you learning right now on your own, without teachers? It's an important question to ask students, and we can't do it if we always use the mute function when teaching them.

Say Their Names A toolkit to help foster productive conversations about race and civil disobedience “In a racist society, it is not enough to not be non-racist, we must be anti-racist” - Angela Davis. Say Their Names. George Floyd, Breonna Taylor, Ahmaud Arbery, and the countless others tha

Distance learning doesn't mean perfect attendance. One teacher's concerns over the missing students who have yet to logon.

Using restorative practices, BehaviorFlip empowers students to make systemic and lasting changes.

Being a trauma informed school is imperative. Teachers and staff need to be trained to identify students who are suffering.

Here at SSWN we post Research Briefs (RBs) regularly. These RBs were completed by school social workers like you, taking research they’ve found and applying it to their school contexts. These RBs will describe research articles and what the particular study could contribute to your school social work practice, starting as soon as tomorrow. Today, we’re excited to share an RB by Loyola SSW student Ms. Amanda Pierson looking at different student school refusal profiles and their connection to anxiety and depression, as described in the 2018 article by Gonzálvez and colleagues, "Functional Profiles of School Refusal Behavior and Their Relationship with Depression, Anxiety, and Stress."

Simplifying the Trauma-Informed School Movement and how it all begins with the adult (Co-Regulation).

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As COVID-19 battered Detroit, some students disappeared from online classes. Principals and social workers had to become detectives to find them.

Maslow’s hierarchy of needs and the Covid-19 crisis

The University of Minnesota at Rochester eliminated the achievement gap between rich and poor students and between racial minorities and white students. The university focuses attention and spending on student support. They have more counselors and more involvement by faculty with students.

Children who are exposed to traumatic life events are at significant risk for developing serious and long-lasting problems across multiple areas of development.[1],[2],[3],[4] However, children are far more likely to exhibit resilience to childhood trauma when child-serving programs, institutions, and service systems understand the impact of childhood trauma, share common ways to talk and think …