Neighborhood, School Health and K-12 Education David Osher

Spatial Inequalities and Individual Variation Examples Cleveland Project Talent Say Yes to Intervention Monitoring System

What We Know Impact of Adverse Childhood Experiences and Other Adversities Compromised Relational Skills & Self-Regulation (Blair & Ursache, 2011; Perry and Hodges, 1999; Shonkoff & Garner, 2013 The impact of routine stressors The Importance of Risk, Protection, and Assets Effects are: Transactional Variable

What We Know (continued) The Importance of Risk, Protection, and Assets The Importance and Malleability of Social and Emotional Competencies (Duckworth & Seligman, 2005; Durlak et al. 2011. The Importance and Malleability of Environments The Power of Connectedness (Blum et al., 2002; Catalano et al., 2004)

Supporting Social and Emotional Wellbeing Caregiver/Teacher Well-Being and Awareness Social and Emotional Skill Development Effective Conditions for Learning & Development This slide combines the thinking and joint learning of Mark Greenberg and David Osher Jennings & Greenberg, 2009

Risk Includes the Past, Present, and Future Historical Historical Trauma Competing Oppressions Socially structured In the Moment Micro aggressions Humiliations Cumulative Emergent and Developmental

Schools Always Have Effects They can: develop, amplify, and attenuate good and bad factors and processes both individually and collectively They Create, Amplify, Alter Trajectories and Life-long Drivers Development of skills, competencies, experiences, dispositions, and relationships that have long term consequences

School as a Risk Factor Alienation Academic and Social Frustration Learned Helplessness Historical and Cultural Disconnection Chaotic Transitions Negative Relationships With Adults And Peers Teasing, Bullying, Gangs Poor Adult and Peer Role Modeling Placement and Segregation With Antisocial Peers School-driven Mobility & Harsh Discipline, Suspension, Expulsion, Push Out/Drop Out There is increasing evidence to suggest that schools function as risk and protective factors. Osher, Kendziora, et al. 2014

School as a Protective Factor and as a Context that Supports Resilience Connection Academic Success Hope and a Sense of Future Agency Historical and Cultural Connection Supported Transitions Positive Relationships With Adults And Peers Caring Interactions Safety Social Emotional Learning Positive Adult and Peer Role Modeling Stability Positive Approaches To Disciplinary Infractions & Services And Supports Osher, Kendziora, et al. 2014