1. Neighborhood, School Health and K-12 Education
David Osher

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

3. 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

4. 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
The Importance and Malleability of Environments
The Power of Connectedness (Blum et al., 2002; Catalano et al., 2004)

5. 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

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

7. 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

8. 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

9. 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