Embedding social emotional learning from the bottom up in multi‐tiered services and supports frameworks
Dados Bibliográficos
Student mental health needs continue to rise across the United States and many students and families rely on schools to provide services to meet these needs. Yet, an overwhelming number of available frameworks and approaches to school mental health (SMH) and overlapping terminology surrounding SMH supports like trauma‐informed (TI) approaches, social and emotional learning (SEL), and others can lead to confusion and potentially less effective implementation of services and supports for students. In this paper, we aim to mitigate this confusion and offer a solution that integrates several of these approaches into a single complementary model with a special emphasis on the role of SEL. We first present an overview of commonly used SMH frameworks. Next, we present the Trauma‐Informed Multi‐Tiered Systems of Support Model (TI‐SEL MTSS)–an adaptation of the TITI‐SEL MTSS–to include and emphasize the specific role of SEL as a critical foundational layer within a multi‐tiered system of support. The proposed adapted model maintains the key structure of a MTSS while highlighting the importance of embedding SEL pedagogy in daily teaching practices and all aspects of school life. A case study is used to illustrate how the proposed model adaptations can be used in practice and in tandem with TI and SMH services without being conflated as the same service as SEL. Practical implications for implementation are discussed
Adaptation (eye) · Confusion · Mental health · Psychotherapist · Terminology · Child Abuse and Trauma · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Psychology
Teachers' perceived knowledge, attitudes, and readiness to implement MTSS for students with disabilities in Saudi Arabia
Initial Psychometric Analysis of an Observational Measure to Assess Preschool Children’s Peer Social Competence
Advancing the Science and Practice of School Psychology Internationally
Development and Validation of the Prosocial Behavior in School Scale
Understanding the role of school experiences in the wellbeing of girls, SEN and low SES students
Toward a Blueprint for Trauma-Informed Service Delivery in Schools
Effective universal school-based social and emotional learning programs for improving academic achievement
Quality of School-Based Prevention Programs
Supporting children's mental health in schools
Establishing systemic social and emotional learning approaches in schools
Multi-tiered Approaches to Trauma-Informed Care in Schools
Linking the prevention of problem behaviors and positive youth development
Social-Emotional Competence
Mental Health Surveillance Among Children — United States, 2013–2019
Utilization of Mental Health Services in Educational Setting by Adolescents in the United States
Effects of trauma‐informed approaches in schools
CSRP’s Impact on Low-Income Preschoolers’ Preacademic Skills
Social and Emotional Learning in Schools
Social and Emotional Learning and Teachers
A gradient of childhood self-control predicts health, wealth, and public safety
Trauma-Informed School Strategies for SEL and ACE Concerns during Covid-19
Improving Young Children’s Social and Emotional Competence
Living in Tier 2
Examining the effectiveness of early intervention to create trauma-informed school environments
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning
The Impact of Enhancing Students' Social and Emotional Learning
Preventing Bullying through Positive Behavioral Interventions and Supports (PBIS)
Emotional intelligence predicts academic performance
| Obras citantes distintas | 5 |
|---|---|
| Citações por ano | 5 |
| Intervalo de citações | 2025 - 2026 (2) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 5 |