Document or Publication

The The Who & How: Implementing School Based Policy
Voices of Leadership Experience
NTTAC School Based Services Policy Learning Forum PART 2

In April 2021, NTTAC hosted state and local school systems leaders from across the country. These leaders shared their experiences about what issues are most urgent when it comes to school mental health; what policies have been the most helpful for leaders and those they serve; and what youth need most right now.

Collaboration, mutuality, and peer support are cornerstone principles of trauma-informed approaches to systems change. As such, we gathered school leaders from across the country in a two-part discussion and dialogue (August 2021). We offer this to local, state, and school-based leaders as guidance, connection, validation, and encouragement in creating policy definition and design that supports the health of children, youth, families, and educators. We offer insights and strategies for schools to identify and dismantle policies that harm members of the school community. Each discussion is captured in a document intended to accompany the recorded conversations.  The four conversations (two panels each) have each been condensed and edited for clarity.  This is Part 2. (see Part 1)

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The What & Why: Foundations of School Based Policy
Voices of Leadership Experience
NTTAC School Based Services Policy Learning Forum PART I

In April 2021, NTTAC hosted state and local school systems leaders from across the country. These leaders shared their experiences about what issues are most urgent when it comes to school mental health; what policies have been the most helpful for leaders and those they serve; and what youth need most right now.

Collaboration, mutuality, and peer support are cornerstone principles of trauma-informed approaches to systems change. As such, we gathered school leaders from across the country in a two-part discussion and dialogue (August 2021). We offer this to local, state, and school-based leaders as guidance, connection, validation, and encouragement in creating policy definition and design that supports the health of children, youth, families, and educators. We offer insights and strategies for schools to identify and dismantle policies that harm members of the school community. Each discussion is captured in a document intended to accompany the recorded conversations.  The four conversations (two panels each) have each been condensed and edited for clarity.  This is Part 1. (see Part 2)

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