Details the safety, mental health, and wellness issues in schools today and focuses on the interactions and collaborations needed among students, teachers, families, community members, and other professionals to foster the safety, learning, and well-being of all students. Safe schools and student well-being take a "village" of adults and students with varied interests, perspectives, and abilities collaborating to create caring, supportive, and academically productive schools. Schools are unofficial mental health care providers for children and youth who are placed at risk by social and economic circumstances and whose un- and under addressed needs can compromise teaching and learning. This handbook provides up-to-date information on how to promote safety, wellness, and mental health in a manner that can help draw the needed "village" together. It aligns research and practice to support effective collaboration—it provides information and tools for educators, administrators, policy makers, mental health and community organizations, families, parents, and students to join forces to promote and support school safety, student well-being, and student mental health. Chapters address school context, the dynamic nature of school communities and child development, and the importance of diversity and equity. Chapters provide in-depth understanding of why and how to improve safety, well-being, and mental health in a culturally responsive manner. They provide strategies and tools for planning, monitoring, and implementing change, methods for collaborating, and policy and practice guidance. They provide examples of successful and promising cross-system and cross-stakeholder collaborations. This handbook will interest students, scholars, faculty, and researchers in education, counseling, and psychology; administrators in human services and youth development; policy makers; and student, family, and community representatives.

Details the safety, mental health, and wellness issues in schools today and focuses on the interactions and collaborations needed among students, teachers, families, community members, and other professionals to foster the safety, learning, and well-being of all students. Safe schools and student well-being take a "village" of adults and students with varied interests, perspectives, and abilities collaborating to create caring, supportive, and academically productive schools. Schools are unofficial mental health care providers for children and youth who are placed at risk by social and economic circumstances and whose un- and under addressed needs can compromise teaching and learning. This handbook provides up-to-date information on how to promote safety, wellness, and mental health in a manner that can help draw the needed "village" together. It aligns research and practice to support effective collaboration—it provides information and tools for educators, administrators, policy makers, mental health and community organizations, families, parents, and students to join forces to promote and support school safety, student well-being, and student mental health. Chapters address school context, the dynamic nature of school communities and child development, and the importance of diversity and equity. Chapters provide in-depth understanding of why and how to improve safety, well-being, and mental health in a culturally responsive manner. They provide strategies and tools for planning, monitoring, and implementing change, methods for collaborating, and policy and practice guidance. They provide examples of successful and promising cross-system and cross-stakeholder collaborations. This handbook will interest students, scholars, faculty, and researchers in education, counseling, and psychology; administrators in human services and youth development; policy makers; and student, family, and community representatives.

A practical resource book for school social workers and mental health professionals. This third edition will appeal to practicing professionals in schools and become a popular textbook for graduate level students enrolled in school social work and school counselling courses.

Details the safety, mental health, and wellness issues in schools today and focuses on the interactions and collaborations needed among students, teachers, families, community members, and other professionals to foster the safety, learning, and well-being of all students. Safe schools and student well-being take a "village" of adults and students with varied interests, perspectives, and abilities collaborating to create caring, supportive, and academically productive schools. Schools are unofficial mental health care providers for children and youth who are placed at risk by social and economic circumstances and whose un- and under addressed needs can compromise teaching and learning. This handbook provides up-to-date information on how to promote safety, wellness, and mental health in a manner that can help draw the needed "village" together. It aligns research and practice to support effective collaboration--it provides information and tools for educators, administrators, policy makers, mental health and community organizations, families, parents, and students to join forces to promote and support school safety, student well-being, and student mental health. Chapters address school context, the dynamic nature of school communities and child development, and the importance of diversity and equity. Chapters provide in-depth understanding of why and how to improve safety, well-being, and mental health in a culturally responsive manner. They provide strategies and tools for planning, monitoring, and implementing change, methods for collaborating, and policy and practice guidance. They provide examples of successful and promising cross-system and cross-stakeholder collaborations. This handbook will interest students, scholars, faculty, and researchers in education, counseling, and psychology; administrators in human services and youth development; policy makers; and student, family, and community representatives. Brings together cross-disciplinary and cross-stakeholder teams from education, counseling, psychology, human services, juvenile justice, law, and other fields Focuses on promotion, prevention, early and intensive intervention, and treatment for safety and wellness in schools Highlights collaborative, culturally competent approaches to family and youth engagement Provides strategies for threat assessment and crisis management

The United States is a nation that has been facing a crisis of violence within its school system for decades. This disruptive and traumatic phenomenon has had lasting impacts on the systems in which educations must exist, but the ripple effects of this require an extensive analysis. To advance society, quality education is necessary, and ensuring that quality demands that experts take a step back and look at the bigger picture. In the wake of rising concerns over safety in educational environments, Impact of Gun Violence in School Systems delves into the urgent issue of gun violence within the United States' school systems. As educators, administrators, counselors, social workers, and policy makers grapple with the complex challenges presented by violence, this book serves as a comprehensive guide to understanding the multifaceted dimensions of the issue. Examining topics such as gun violence, mental health, school suspension, student success, bullying, violence reduction programs, alternative schools, inner-city youth programs, and zero-tolerance policies, the manuscript synthesizes current research, real-world examples, and innovative solutions. Impact of Gun Violence in School Systems not only sheds light on the root causes of violence within educational settings but also provides actionable insights and recommendations, making it an indispensable resource for those committed to creating safer and more conducive learning environments for our youth.

Canadian children are safer now than at any other time in history. So why are we so fearful for them? When they’re young, we drive them to playdates, fill up their time with organized activity, and cocoon them from every imaginable peril. We think we are doing what’s best for them. But as they grow into young adults and we continue to manage their lives, running interference with teachers and coaches, we are, in fact, unwittingly stunting them. Internationally respected social worker and family therapist Michael Ungar tells us why our mania to keep our kids safe is causing us to do the opposite: put them in harm’s way. By continuing to protect them from failure and disappointment, many of our kids are missing out on the “risk-taker’s advantage,” the benefits that come from experiencing manageable amounts of danger. In Too Safe for Their Own Good, Ungar inspires parents to recall their own childhoods and the lessons they learned from being risk-takers and responsibility-seekers, much to the annoyance of their own parents. He offers the support parents need in setting appropriate limits and provides concrete suggestions for allowing children the opportunity to experience the rites of passage that will help them become competent, happy, thriving adults. In many communities, we are failing miserably doing much more than keeping our children vacuum-safe. They are not getting the experiences they need to grow up well. An entire generation of children from middle class homes, in downtown row houses, apartment blocks, and copycat suburbs, whose good fortune it is to have sidewalks and neighbourhood watch programs, crossing guards, and playground monitors, are not being provided with the opportunities they need to learn how to navigate their way through life’s challenges. We don’t intend any harm. Quite the contrary. In our mania to provide emotional life jackets around our kids, helmets and seatbelts, approved playground equipment, after-school supervision, an endless stream of evening programming, and no place to hang out but the tiled flooring of our local mall, we parents are accidentally creating a generation of youth who are not ready for life. Our children are too safe for their own good. —From Too Safe for Their Own Good