Addressing Student Social and Emotional Needs

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Addressing Student Social and Emotional Needs

• A Renaissance Schools Fund Workshop
• Michael E. Woolley, Ph.D.
• University of Chicago
• School of Social Service Administration
• mew_at_uchicago.edu

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Seminar Outline

• Why Address Social Emotional Needs?
• Student Assistance Team
• Hierarchy of Student Social and Emotional Needs
  and Outcomes
• Practice Principals, Tools, and Strategies
• Collaboration, Partnerships and School-Linked
  Services

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Why Address Students Social and Emotional Needs?

• Social relationships and emotional functioning
  impact school performance
• The social environments of school, family, and
  neighborhood influence students with respect to
  school performance
• School needs and outcomes lie on parallel
  developmental continuums

(Richman, Bowen, Woolley, 2004, Woolley
Grogan-Kaylor, 2006)
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The Expanding Mission of Schools

• Over the past 100 years the range of student
  needs that schools are expected to meet has
  continually expanded
• However, the school year and school day has not
  expanded
• But, the needs our students bring to school has
  increased
• Still, the funding and resources to meet those
  needs has not expanded proportionately

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Context of School Success

• Microsystems
• and
• Mesosystems

Neighborhood
Child
School
Home
(Bronfenbrenner, 2005)
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Social Environment School Success Factors

• School Factors social climate, school safety,
  teacher support press, class and school size,
  extracurricular activities, trust
• Family Factors parenting, parent and sibling
  educational outcomes, family educational culture
• Neighborhood Factors social capital, collective
  efficacy, adult modeling, peer behaviors

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Math Achievement And Socially Supportive
Neighborhoods
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Supportive Adults and School Success
Number of Supportive Adults
School Success/Failure Index
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Research on School Factors
10
Research on Family Factors
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Developmental Continuums of School Needs
Outcomes

• Students have a continuum of learning needs
• Those needs include social factors at home, in
  school, and in the neighborhood
• Meeting those needs predicts better school
  performance
• Likewise, school outcomes are on a developmental
  continuum
• Achieving certain outcomes leads to movement
  along the continuum
• social environment factors have differential
  influence on these school outcomes

(Informed by, Maslow, 1970, and Erickson, 1997)
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Steps to School Success
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A Hierarchy of Needs

• Basic Food, Clothing, Shelter, Safety, School
  Supplies
• Social Personalized Relationships, Positive
  Expectations, Press, and Support, Recognition
• Emotional/Psychological School Attitudes and
  Beliefs, Coherence, Relevance, Motivation

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Accumulating Research

• Reveals that meeting students social and
  emotional needsat home, in the neighborhood, and
  at schoolare linked with better behavior at
  school, more positive attitudes and beliefs about
  school, and improved academic performance

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Three Levels of Needs/Programming

• Universal Programming to meet the
  social/emotional needs of all students
• Selective Programming for students at-risk
• Indicated Programming for problematic/struggling
  students
• (Gordon, 1983 SAMHSA, 2002)

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Student Assistance Team

• Absolutely Critical to meet the social/emotional
  needs of all students
• Anticipate, Identify, Plan, Implement, Coordinate
  and Evaluate
• Membership Principal, Teachers, SPED Teacher,
  School Social Worker, School Psychologist, School
  Counselor, Parents, Community Representatives

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Student Assistance Team

• Consider Hiring a Full-time Coordinator for Team
• Contact point and organizer of SAT
• Liaison to promote
• Family Involvement, and
• Community Partnerships

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Student Assistance Team

• Meet Weekly
• Tasks and Activities
• All members
• Anticipate and Identify universal needs
• Planning and programming to meet those needs
• Identify potential community partners
• School Staff Members
• Identify students and groups of students with
  greater needs
• Create plans to meet those needs

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SAT Process

• Referral Process
• Central point (person) to receive all referrals
• Anyone can refer
• Data collection - Direct and Indirect
• Open Participation in SAT meetings
• School Staff
• Parents/Guardians
• Outside Agencies/Collaborators
• Consent, Confidentiality, and Sharing Information

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SAT Process

• Constant guiding concern should be what is best
  for the student(s)
• Future focused, Strengths-based
• Search for solutions
• Inclusive and Collaborative Process
• Student
• Family
• Staff
• Community Partners

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Student Success NeedsFood

• Its true, breakfast is important, so is lunch
• Hungry students have behavior problems, reduced
  attention and effort
• Many students and families will not tell you they
  need food assistance
• Outreach efforts are vital and should focus on
  signing up as many eligible students as possible
  for lunch and breakfast programs
• CPS Food Service pass-through
• Community Partnerships

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Student Success NeedsSchool Clothing and Supplies

• Design Mechanisms to Provide Clothing and School
  Supplies
• Low barriers to access
• Celebratory and supportive of school
• Example Neighborhood Back to School Day
• Community Partnerships?

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Student Success Needs - BasicShelter

• McKinney-Vento Act
• National Center for Homeless Education -
  http//www.serve.org/nche/
• Homelessness liberally defined
• lack a fixed, regular, and adequate nighttime
  residence
• sharing the housing of other persons
• motels, hotels, trailer parks, or camping
  grounds
• not designed for or ordinarily used as a regular
  sleeping accommodation
• migratory children
• Community Partnerships

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Student Success Needs - Social Personalized
Relationships

• School staff making an effort to have personal
  relationships with students
• Particularly struggling students
• How does this work?
• Examples in Schools
• Community Partnerships
• (Shore, 1996, 1997, 1998)

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Student Success Needs - Social Positive
Expectations, Press, and Support

• The Student-Teacher relationship is critical
• Definitions and Differentiations
• The Critical Triangle
• All three must be present for students to succeed
  - Examples
• Research - Interactions with other unmet needs

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Student Success Needs Expectations, Press, and
Support

• Spurters and Stereotype Threat
• Research Interactions with other unmet needs and
  school outcomes
• Race/Ethnicity differences
• Current behavior
• Interventions Culture, and Possible Selves
• Wade Boykin
• Daphna Oyserman

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Student Success Needs Social Recognition

• Publicly recognize students talents, interests,
  and achievements
• Look for what each student does well - display
  and celebrate that
• Examples in schools

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Student Success NeedsAttitudes and Beliefs

• Research consistently shows that a students
  attitudes and beliefs about school predict better
  behavior and academic performance
• School bonding like being there
• School coherence school makes sense and I can
  succeed at it
• Importance of school success in school is a
  part of the my future

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Student Success NeedsAttitudes and Beliefs

• Positive attitudes and beliefs about school are a
  precondition to academic success
• Research Example
• Therefore, positive changes predict future
  improved academic outcomes
• An important student need to assess and outcome
  to determine improvement
• School Climate, Student-Teacher Relationships,
  School Safety, all have been shown to influence
  student attitudes and beliefs

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Student Success NeedsEmotional Motivation

• Much more than traditional idea of motivation
• Bridges Social/Emotional and Instructional/Curricu
  lar areas
• Closely related to attitudes and beliefs, but
  more focused on importance of school and school
  as importance aspect of future, and includes
  self-efficacy, desire to learn or master
  material, value of material
• Also includes peer influences and role models
• Motivation Assessment Project
• http//ma.mspnet.org/
• http//www.mspmap.org/index.html

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What is School Climate?

• Social/emotional ties
• Activities rituals, and celebrations
• Organizational structure
• Shared values
• Physical environment

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School Climate

• A positive school climate is most beneficial to
  the most vulnerable students
• Low SES students
• Racial/Ethnically diverse students
• Less internalizing among girls
• Less externalizing among boys
• (Thompson, 2003 Kuperminc, Leadbetter Blatt,
  2001)

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Two Climates

• School as Work Place
• Inputs and outputs
• Shared goals and ideals
• School as Learning Place
• Social/emotional ties
• Support
• Caring
• Focus on whole child

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School Climate Practice Principles

• 1. Ongoing Assessment
• 2. Adults are Key
• 3. Parent Involvement
• 4. Community Partnerships
• 5. Open and Inclusive Governance
• 6. Bullying/Teasing Prevention
• (Informed by Woolley, 2006)

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Principle 1Ongoing Assessment

• Lack of Effective Feedback
• Measure the wrong things
• Results measured often distal to student needs
  and critical outcomes
• Results are often used to punish not improve
• Finding and Choosing Assessment Tools

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School Success Profile Assessment Tools

• Three Assessment Surveys
• Middle and High School
• Elementary School
• School faculty, administrators and staff
• Informed by ecological perspective
• Linked to Best Practices in Schools
• Individual Student Profile, Group Profile,
  Detailed Group Report
• http//www.schoolsuccessprofile.org/
• http//www.schoolsuccessonline.com/

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Search Institute Assessment Surveys

• 40 Developmental Assets
• Middle and High School Version
• 4th-6th Grade Version
• Assessment Survey and Linked Interventions
• http//www.search-institute.org/
• http//www.search-institute.org/downloads/

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The OCDQ

• Three instruments elementary, middle and high
  school versions
• Self-report measures, easy to fill out and score
• Completed by teachers and principals
• Supportive Principal Behavior
• Directive Principal Behavior
• Restrictive Principal Behavior
• Collegial Teacher Behavior
• Intimate Teacher Behavior
• Disengaged Teacher Behavior
• (Hoy Tarter, 1997)

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Principle 2 Adults are Key

• Students display the state of the climate at a
  school through
• Behavior
• Socioemotional functioning
• Academic performance
• Adults create and maintain the climate

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Supportive Adults and School Success

• When student report more supportive adultsat
  home, in their neighborhood , and at schoolthey
  have higher levels of positive attitudes and
  behaviors about school.
• The presence of supportive adults reduces the
  impact of environmental risk factors.
• When student reported levels of risk factors and
  supportive adults are taken into account,
  race/ethnicity differences disappear, and family
  SES differences reduce.
• (Woolley Bowen, 2006)

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What Students Say

• 74 of 10th grade students report a main reason
  they go to school is because they feel the
  teachers care about them and want them to succeed.

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Principal 3 Parent Involvement

• Parent Involvement takes sustained effort
• Parents busy just getting by
• Provide warm caring climate for parents
• Adjust access to accommodate family circumstances
• Transportation and child care
• Connect families to community services

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Parent Involvement

• Childrens Aid Society Practice Strategies
• School staff are overwhelmed themselves and need
  to make time for parents
• Staff need to be reinforced and recognized for
  reaching out, sharing power, trusting
• Work help staff understand why many parents are
  intimidated by school personnel
• Encourage school staff to communicate GOOD news
• Activities, food, fun

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Principle 4 Community Partnerships

• Find a Lead Community Agency
• Invite all agencies serving youth in the
  community
• Include Parents and Students
• Regularly scheduled meetings
• Assess school and community needs and strengths
  from all perspectives
• Messy, trust the process
• Consensus building

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Community Schools

• Goal Make schools comprehensive service delivery
  centers for children and families through family,
  community, and school partnerships
• Stresses Parent Involvement
• Bringing Community into the School
• Extracurricular and Afterschool Activities
• www.communityschools.org

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Build a Community School

• Manual by Childrens Aid Society on how to Build
  a Community School
• Other materials available
• http//www.childrensaidsociety.org/communityschool
  s

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Principle 5 Open and Inclusive Governance

• Make Your Board Active, Engaged, and Inclusive
• Community Members/Leaders on Board
• Community Service Organizations and Agencies on
  Board
• Example Comer SDP
• http//www.med.yale.edu/comer/

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Principle 6 Reduce Bullying and Teasing

• Olweus Program
• Interventions at school, classroom and individual
  level
• www.clemson.edu/olweus/

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Olweus Process

• Assessment instrument
• School-wide meeting
• Getting adults on board
• Clear school rules against T B
• Classroom meetings
• Engage bystanders
• Monitor unstructured times
• Meetings with perpetrators and parents/guardians
• Meetings with victims and parents/guardians

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Finding Proven Effective Programs

• SAHMSA
• http//www.modelprograms.samhsa.gov/
• http//nrepp.samhsa.gov/
• Department of Education
• http//www.whatworks.ed.gov/
• Helping Americas Youth
• http//guide.helpingamericasyouth.org/programtool.
  cfm

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Suggested Planning Steps

• Start School-Family-Community Partnerships
• Plan Universal student basic/social/emotional
  needs programming as part of initial plan
• Plan a school-wide assessment of social/emotional
  needs
• The SAT Team can then, in concert with
  appropriate stakeholders, identify
• unmet Universal needs
• students in need of more intensive services
• what those services should be

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Take Away Points

• Students have needs in the basic, social, and
  emotional arenas that must be meet for success in
  school
• Student basic/social/emotional needs lie along a
  hierarchical continuum and there is a parallel
  continuum of school performance outcomes

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Take Away Points

• Meeting student social and emotional needs
  requires
• constant attention and effort,
• a set structure and processes,
• inclusive efforts,
• collaborative relationships, and
• family/community/school partnerships.

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Universal Program Second Step

• Social Skills Building Program that is
  implemented school-wide
• Ages 4-14
• Teaches empathy, impulse control, and anger
  management
• (Leff et al., 2001)

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Universal ProgramSeattle Social Development
Project

• Build on social-development model
• First through 6th graders
• School and Home components
• Teach alternative strategies
• Improve parenting effectiveness
• Focus is on building pro-social bonds and
  attachment to school
• http//depts.washington.edu/sdrg/SRD/index.html

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Selective Program Families and Schools Together

• Targets students ages 4-13 who are considered
  at-risk for school failure, drug/alcohol use, of
  juvenile delinquency
• Multifamily Groups
• 8-10 weekly sessions, 2.5 hours long
• Increase family involvement with youth, increase
  parenting skills, reduce parent isolation
• http//www.fastnational.org/index.asp
• (Bilchik, 1999)

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Selective ProgramFirst Steps to Success

• Focuses on Kindergarten kids at-risk
• Social learning theory, kids learn aggressive
  behavior patterns
• Positive reinforcement point system in the
  classroom
• Parent training in parenting skills and
  implementing the behavior program at home as well

61
Indicated ProgramAnger Coping Program

• Social-Cognitive model of anger arousal
• Students ages 9-12 with history of aggressive and
  disruptive behaviors
• Small group process 4 to 6 students
• 18 sessions once each week
• Self-monitoring, perspective taking,
  problem-solving skills
• Parenting component
• (Lochman, 1993)

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Indicated ProgramMultisystemic Family Therapy

• Adolescents 12-17
• Intensive Family Oriented Home-based program
• Goals Improve parenting skills and youth-family
  relationships
• Shown to reduce antisocial behavior and substance
  abuse

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Community Schools

• Goal Make schools comprehensive service delivery
  centers for children and families through family,
  community, and school partnerships
• Stresses Parent Involvement
• Bringing Community into the School
• Extracurricular and Afterschool Activities
• www.communityschools.org

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