Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56SUMMARY OF PROPOSALS | 36 Strategies to make the vision a reality ◆ Develop a process to identify students at risk. Although teachers are in the best position to notice student behaviors and mental health issues, school nurses and counselors are best positioned to conduct initial screenings for mental health issues and make referrals to services in the community. School staff needs to develop a protocol to guide teachers as to when they should alert health and mental health professionals working with the school. ◆ Develop partnerships with mental health services Schools should develop relationships with local organizations that provide mental health services. These organizations can advise the schools on developing screening protocols. Local mental health care professionals will become aware of the issues facing students and can seamlessly supporting students referred for their services. ◆ Integrate SEL into existing curriculum SEL is most effective when taught in context. Literature can provide content for discussing inter-relational skills and appropriate social interactions. Social studies and history provide a context to discuss the character development of historical figures or problem-solving strategies that facilitate building community and social movements. Existing curriculum can provide opportunities to reflect on social and emotional skills. ◆ Service learning Community service or service learning can offer opportunities for students to develop empathy, collaboration skills, and offer important contexts for SEL. ◆ Support for teachers to integrate SEL Teachers need time and resources to integrate SEL into existing curriculum. They may also need coaching on how to explicitly model social and emotional skills and to lead discussions about such skills. ◆ Designate a point person Unless an individual takes ownership of developing and implementing SEL programs, it is likely the programs will be lost amid existing duties. EXECUTIVE SUMMARY | 36