Schools are key settings for suicide prevention, intervention, and postvention. Most children and youth spend most of their day in school where caring and trained adults are available to help them. Teachers, mental health providers, and all other school personnel who interact with students can play an important role in keeping them safe (VDH, 2019). School personnel have a legal and ethical responsibility to recognize and respond to suicidal thinking and behavior, as well as other indicators of concern. Although many suicidal children and adolescents do not self-refer, most show some warning signs. Never ignore these signs. Schools must have clear policies and procedures for suicide prevention, intervention, and postvention, as well as trained school-employed mental health professionals and crisis response teams. Suicide prevention should be an integral component of a comprehensive, multi-disciplinary, and multi-tiered system of mental health and safety supports (National Association of School Psychologists, 2019).

Webinar series and resources for school counselors. Includes a comprehension check to access certificate of completion!

The 7 Cups and VBCPS Growth PathsPersonalized Growth Paths contain activities made for those dealing with a certain situation. It helps a person understand what they are dealing with and self-heal with activities that are expertly compiled.There is also a “gamified” element to the Paths. Students complete “Steps” to fill their cups and move ahead on their chosen path.You can find slides, videos, PlayPosit playlist here or the Teen Being Growth Path on 7 Cups as well with a free membership.

This guide contains links to free resources that align with each of the SEL standards assigned to this gradeband. 

VSCA Presentation for School CounselorsSarah Bazemore, Coordinator of Behavioral Health & Instructional Supports

Crosswalking tool for school counselors to align ASCA Mindsets and Behavior student standards to VA SEL Guidance Standards (done by gradeband). 

The Virginia SEL Guidance Standards are meant to serve as a resource for school divisions and are not required or mandated for implementation. As such, school or division teams have the autonomy to prioritize the selection of specific standards that address student needs and compliment their mission and vision. This tool can guide teams through this process. School data (such as: climate surveys, academic data, postsecondary enrollment data, or behavior data) can help school teams identify the social, emotional, and cognitive developmental needs of students. Additionally, stakeholders such as students, teachers, administrators, and caregivers should be involved when determining which SEL standards should be prioritized, taught, and measured.

A series of activities for students to play that exposes them to career clusters, education and training needed, interests, and values. Materials are versatile, inclusive, modifiable, engaging. Lesson Topic: Virginia Career ClustersASCA Student Standards:M 6. Understanding that postsecondary education and lifelong learning are necessary for long-term successB-LS 1. Critical-thinking skills to make informed decisionsB-LS 8. Engagement in challenging courseworkB-SMS 3. Independent workVirginia SEL Standards:ReS1: 3-4b, I can independently apply active listening skills in different situations.ReS2: 5-6a, I can independently perform different roles in a group setting.Lesson Objective: Students will explore jobs, education levels and subject areas in each of the 17 Virginia Career Clusters.Target Audience: 3-5th Grade

Skills: This activity has the potential to develop and enhance student’s emotional literacy, emotional regulation, social awareness, feelings of connection, empathy, and self-expression.Includes directions for how to use with staff!This versatile tool can be used in individual, group, classroom lessons, journaling prompts, and more!When discussing the figures avoid assigning a gender (unless the student assigns a gender in an individual session). If students begin to assign gender to a specific figure it can prohibit students from selecting figures. You don't need to correct students when they assign gender, just lead by example.Be considerate of student development. While students as young as five may be able to relate to the images others may struggle to understand.After a student identifies a figure ask them to tell you more about their choice. Allow students to assign emotions or feelings to the figures they select. While you may see an image as sad, happy, excited, etc. the student may be relating it to a different emotion.