TLPI recently held a legislative briefing where students from Massachusetts’ high schools shared with legislators what they need from their schools in order to learn and do well in this critical time of transition and recovery from the pandemic.
This virtual briefing will take place on Wednesday, March 9th at 11:00am (EST) on Zoom. At the briefing, high school students from across the Commonwealth will share their perspectives on what they need in order to do well in school and why now is a critical moment to prioritize funding for Safe and Supportive Schools.
We are thrilled to share with you a new website, www.students-speak.org, that provides a platform that uplifts students’ voices and showcases their actions and advocacy to help create schools that provide what they need in order to do well.
FY22 House Ways and Means Budget released today, funds the Safe and Supportive Schools line item at $510,684!
In the excerpt video, “A Welcoming Learning Environment Benefits Students, in School and at Home,” students at the Salem Academy Charter School, a trauma-sensitive demonstration school, share their positive experiences feeling welcomed by their school community.
The Conference Committee maintained critical funding for Safe and Supportive Schools in their FY 21 budget, allocating $510,684.00 to the Safe and Supportive Schools line item (7061-9612). We are grateful to the lead sponsors Representative Ruth Balser and Senator Sal DiDomenico.
Listening to students about what they need to be successful in school is at the core of a trauma-sensitive learning community-whether in the classroom or remotely. Students are more likely to focus on and embrace learning when their voices and cultural backgrounds are respected.
As students are welcomed back to school this year, new needs and urgencies will be identified by school staff. As educators think through how to address these urgencies in a trauma-sensitive way, TLPI offers a tool-the trauma sensitive vision questions- to help support educators’ efforts to engage in active reflection and thoughtful inquiry on ways to achieve their vision of creating a trauma-sensitive, safe and supportive learning environment.
Everyone knows what it feels like not to belong, not to be welcome. Sometimes we feel rejected, left out, or hurt by lost friendships and partner relations. Now scientific literature corroborates that social rejection affects the brain in similar ways that physical pain does. Social rejection really does hurt! This is important information to consider as schools reopen, whether remotely or in person, especially for students who may already feel a lack of belonging or are marginalized.
The March/April 2020 edition of Principal Magazine published by the National Association of Elementary School features an article written by TLPI Director, Susan Cole.