• CASEL Program Guides: Effective SEL Programs

  Collaborative for Academic, Social, and Emotional Learning (CASEL) Program Guide: Effective Social and Emotional Learning (SEL) Programs provides information for evaluating and selecting social and emotional learning programs for schools.

• CASEL SEL Resources during COVID-19

  CASEL President Karen Niemi notes that “when physical distancing is deemed necessary, social and emotional connectedness is even more critical.” CASEL’s COVID-19-related resources include guides for school educators, parents, and anyone who works with children. They also offer a free, weekly webinar series.

• Centers for Disease Control and Prevention: Stress and Coping—COVID-2019

  In this resource from the Centers for Disease Control and Prevention (CDC), learn how people react differently to stressful situations, how to take care of yourself and your community, and how to safely come out of quarantine. Also find information for parents, people at higher risk, and responders.

• Confident Parents, Confident Kids: Supporting Social and Emotional Health during the COVID-19 Pandemic

  This article reviews home-schooling tips and how to create a coping kit to deal with anxiety during the COVID-19 pandemic.

• COVID-19 Materials for Tribes

  Johns Hopkins Center for American Indian Health produced materials related to COVID-19 for tribes to distribute for a variety of audiences, including children.

• National Child Stress Network’s Coping in Hard Times Fact Sheets

  These fact sheets from the National Child Stress Network discuss how challenging financial circumstances affect communities, their organizations, their members’ sense of safety and ability to calm, self- and community-efficacy, connectedness, and hope. The fact sheets are geared toward community organizations and leaders, high school and college-age youth, parents, and school staff.

  • Community organizations and leaders
  • High school and college-age youth
  • Parents
  • School staff

• Families and Schools Together

  Families and Schools Together (FAST) is a parent-mediated multi-family group program for indigenous children. An analysis of FAST found statistically significant improvement on indicators around aggressive behavior, withdrawnness, and academic competence for participating students.

• First Kids First Initiative

  The First Kids First Initiative is a collaborative effort between the National Congress of American Indians, National Indian Education Association, National Indian Child Welfare Association, and the National Indian Health Board. Under this initiative, these organizations developed a resource book on factors that help indigenous youth thrive and risks that may prevent them from thriving.

• National Native Children’s Trauma Center

  The National Native Children’s Trauma Center (NNCTC) is a Category 2 Treatment and Service Adaptation Center within the National Child Traumatic Stress Network. NNCTC focuses on increasing service providers’ ability to respond to the trauma-related needs of indigenous children and youth in culturally appropriate ways.

• Resources for Supporting Children's Emotional Well-being during the COVID-19 Pandemic

  These resources includes guidance, recommendations, and resources provided by child trauma experts at Child Trends and the Child Trauma Training Center at the University of Massachusetts.

• Resources to Support Students During the Pandemic from the Center on PBIS

  The Center on Positive Behavioral Interventions and Supports (PBIS) created resources to provide effective practices for guiding student behavior in remote learning spaces. The resources include Responding to the COVID-19 Outbreak through PBIS; Supporting Families with PBIS at Home; Creating a PBIS Behavior Teaching Matrix for Remote Instruction; and Getting Back to School after Disruptions: Resources for Making Your School Year Safer, More Predictable, and More Positive.

  • Responding to the COVID-19 Outbreak through PBIS
  • Supporting Families with PBIS at Home
  • Creating a PBIS Behavior Teaching Matrix for Remote Instruction
  • Getting Back to School after Disruptions: Resources for Making Your School Year Safer, More Predictable, and More Positive

• Restorative Justice: Resources for Schools

  These resources cover information on implementing restorative justice in schools and provides examples of successful restorative justice programs.

• SAMHSA: Coping with Stress During Infectious Disease Outbreaks

  In this fact sheet, the Substance Abuse and Mental Health Services Administration’s (SAMHSA) provides tips for coping with stress during an infectious disease outbreak. It describes common signs of stress and how to know when to get help.

• SAMHSA Tribal Training and Technical Assistance Center

  The SAMHSA Tribal Training and Technical Assistance Center has a series of mental health webinars for indigenous youth and their families.

• Talking with Children about COVID-19

  Talking with Children about COVID-19 is a resource for adults that describes on how they can talk to young children about COVID-19. It was developed by the Urban Indian Health Institute.

• What Shapes the Health of Native American Children in New Mexico

  What Shapes the Health of Native American Children in New Mexico is from the NB3 Foundation, a national indigenous nonprofit organization. It highlights relevant research on the health of indigenous children in New Mexico to raise awareness, help guide discussions, and support policy developments that improve future wellbeing of indigenous children.

Download the complete Native Education Resource List.

The Behavioral Health category has four demonstrations of effective integration.

1. The state provides support to LEAs to offer circles of care or similar wrap-around, campus-based services for Native students and their families.
2. The state collaborates with tribes to learn how the state can better provide behavioral health supports for Native students.
3. The state provides support to LEAs to offset the damaging effects of trauma suffered by many Native students and their families (e.g., trauma-informed school staff).
4. The state collaborates with LEAs, tribes, and organizations to promote the health of Native students.