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Bringing Into Focus:
Universal Screening for Trauma
NCSSLE' s Bringing Into Focus shares carefully selected, high quality resources on timely topics to help educators create safe, supportive learning environments.
Healthy children are better learners. But students' achievement can be impeded if they experience significant illness, chronic disability, or the effects of a traumatic experience or loss that can strain their reserves and limit their capacity to learn. Schools are well positioned to serve as a front-line venue for early identification of risk factors, experiences, and conditions that might indicate a need for concentrated support, treatment, and remediation.

The national COVID-19 emergency has disrupted student and family routines and supports in ways that have impacted learning, and is continuing to shape strategies for operating pre-K-12 schools. Qualified personnel need access to credible, easy-to-use and low/no-cost screening tools to help identify students who are adversely affected by the disruption to inform supportive and therapeutic programming predicated on trauma-sensitive approaches. 
FEATURED RESOURCE
School Mental Health Quality Guide: School Mental Health Screening
ADDITIONAL RESOURCES
COVID-19 Resources: A Trauma-Informed, Whole Child Response
This webpage provides links to two recent reports about schools' trauma-informed responses to COVID-19. The first article outlines how schools should plan for a trauma-informed response to COVID-19. The second article summarizes easy-to-use and low-cost strategies that can be integrated within existing school initiatives and adapted to fit different contexts. 
NEED MORE INFORMATION
National Center on Safe Supportive Learning Environments | https://safesupportivelearning.ed.gov

The contents of the National Center on Safe Supportive Learning Environments' Bringing Into Focus were assembled under a contract from the U.S. Department of Education, Office of Safe and Supportive Schools to the American Institutes for Research (AIR), Contract Number ED-ESE-16-A-0002. The contents of this product do not necessarily represent the policy or views of the U.S. Department of Education, nor do they imply endorsement by the U.S. Department of Education.