[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-586015-105":3,"doc-detail-586015-en":80,"detail-sidebar-cat-0-en-105":97},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","get-smart-fast-supporting-student-and-staff-well-being","Get Smart Fast - Supporting Student and Staff Well-Being","","Get Smart Fast: Supporting Student and Staff Well-Being outlines why adverse childhood experiences (ACEs) and trauma matter for learning, relationships, and classroom functioning, especially after COVID-19 increased incidence and reduced access to mental health supports. It describes how schools can implement trauma-informed practices (TIPs) across policy, systems of support, and school culture, using success conditions such as bullying prevention, educator knowledge, equity, and multi-tiered supports. It also highlights example models, funding pathways, and resources to strengthen whole-school well-being and retention.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/get-smart-fast-supporting-student-and-staff-well-being/586015/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/get-smart-fast-supporting-student-and-staff-well-being/586015.png","ImageObject",300,407,{"name":42,"@type":43},"Jordan Avery","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Why is supporting student and staff well-being important in schools?","Question",{"text":62,"@type":63},"Adverse childhood experiences (ACEs) can hinder learning, relationships, and appropriate classroom functioning. A school-based well-being focus improves family engagement, teacher retention, and strengthens an equitable school community.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What conditions of success should schools build for trauma-informed support?",{"text":67,"@type":63},"Schools should adopt trauma-informed practices through policies, student support systems, and overall culture. Conditions include bullying prevention, educator knowledge of mental health, educator well-being, equity, multi-tiered systems of support, and school climate that fosters belonging and engagement.",{"name":69,"@type":60,"acceptedAnswer":70},"What funding options can support these school-based efforts?",{"text":71,"@type":63},"Schools can partner with local healthcare providers, community organizations, and mental health agencies for shared funding. Federal programs to consider include Title IV, Part A (SSAE) grants, SAMHSA grants, Project AWARE, School-Based Mental Health Services grants, and other block grants and learning center programs.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},586015,1792781144,{"code":4,"msg":81,"data":82},"success",{"doc_id":78,"user_id":83,"nickname":42,"user_avatar":84,"doc_module":4,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":91,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":92,"faqs":93,"seo_title":94,"seo_description":12,"update_tm":95,"read_time":96},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",7,"Get Smart Fast: Supporting Student and Staff Well-Being  \nWhy does this topic matter?  \nAdverse childhood  \nexperiences (ACEs) can impair children’s ability to learn, form relationships, and function appropriately in the classroom.  \nThe COVID-19 pandemic increased the incidence of ACEsand trauma in children and adults and limited access to mental health resources.  \nA school-based focus on  \nstudent and staff well-  \nbeing benefits students and leads to improved family engagement, teacher retention, and a stronger and more equitable school community.  \nWhat do conditions of success look like?  \nSupporting student and staff well-being in schools requires the gradual incorporation of trauma-informed practices (TIPs) into policies, systems of student support, and the overall culture, as outlined in the table below.  \n\n| School-Based Conditions of Success | Description |\n| --- | --- |\n| Bullying prevention | Address the underlying mental health issues of both perpetrators and victims of bullying to contribute to a safer school environment. |\n| Educator knowledge of mental health conditions | Teach educators to recognize how mental health conditions manifest in school settings and how they can be addressed. |\n| Educator well-being | Promote positive mental well-being and job satisfaction among educators, thus raising the quality of education provided to students. |\n| Focus on equity | Intentionally focus on equity and use culturally responsive practices. This is critical across all phases of planning, implementation, and evaluation. |\n\n\n| School-Based Conditions of Success | Description |\n| --- | --- |\n| Multi-tiered systems of support | Integrate multi-tiered systems of support that can meet the varying level of students’ academic and socialemotional needs. |\n| Network of support | Provide ideas, expertise, and resources through school–community partnerships to strengthen school mental health programs and enhance outcomes. |\n| School climate and culture | Create a positive school climate and culture in which belonging and engagement can be fostered and students and staff are supported. |\n| Youth and family voices | Empower students and family members as partners in the creation of a trauma-informed school as well as in the planning of TIPs. |\n\nWhat innovative models exist?  \nResilience Education to Advance Community Healing (REACH)  \nLearning and Resource Hub provides free, virtual, and on-demand resources to help interested parties better support the mental health of children and youth in their communities.  \nIllinois  \nArkansas THRIVE is a collaborative project that helps districts develop and sustain multi-tiered systems of support, so students have access to the personalized academic, behavioral, and health supports they need to be successful.  \nArkansas  \nThe Alaska Department of Education hosts many publicly available statewide training courses focused on student and staff well-being, including traumaengaged schools, child nutrition, and health and safety.  \nAlaska  \nHow are efforts funded?  \nSchools can partner with local healthcare providers, community organizations, and mental health agencies to access shared funding. Here are federal grant programs to consider as well:  \n• Title IV, Part A-Student Support and Academic Enrichment (SSAE) grants   \n• Substance Abuse and Mental Health Services Administration (SAMHSA) grants  \n• Project AWARE (Advancing Wellness and Resiliency in Education)  \n• School-Based Mental Health Services (SBMH) Grant Program (Department of Education)  \n• Mental Health Service Professional (MHSP) Demonstration Grant Program  \n• Block grants: Title V Maternal and Child Health, Title I funds for disadvantaged youth, Title XX Social Services, and the Preventive  Health and Health Services block grant  \n• The 21st Century Community Learning Centers program  \nFor more information and helpful resources, visit [https://compcenternetwork.org/](https://compcenternetwork.org/)  \nSuggested citation: National Co","cbCaiqJss928SRHX","https://ap.wps.com/l/cbCaiqJss928SRHX","pdf",203769,"English","# Why this topic matters?\n## Adverse childhood experiences (ACEs)\n## Impact of COVID-19\n# What do conditions of success look like?\n## School-Based Conditions of Success\n# What innovative models exist?\n## Resilience Education to Advance Community Healing (REACH)\n## Illinois Learning and Resource Hub\n## THRIVE (Illinois/Arkansas)\n## Alaska statewide training courses\n# How are efforts funded?\n## Federal grant programs and partnerships","[{\"question\":\"Why is supporting student and staff well-being important in schools?\",\"answer\":\"Adverse childhood experiences (ACEs) can hinder learning, relationships, and appropriate classroom functioning. A school-based well-being focus improves family engagement, teacher retention, and strengthens an equitable school community.\"},{\"question\":\"What conditions of success should schools build for trauma-informed support?\",\"answer\":\"Schools should adopt trauma-informed practices through policies, student support systems, and overall culture. Conditions include bullying prevention, educator knowledge of mental health, educator well-being, equity, multi-tiered systems of support, and school climate that fosters belonging and engagement.\"},{\"question\":\"What funding options can support these school-based efforts?\",\"answer\":\"Schools can partner with local healthcare providers, community organizations, and mental health agencies for shared funding. Federal programs to consider include Title IV, Part A (SSAE) grants, SAMHSA grants, Project AWARE, School-Based Mental Health Services grants, and other block grants and learning center programs.\"}]","Get Smart Fast - Supporting Student and Staff Well-Being | PDF",1792056616,5,{"code":4,"msg":81,"data":98},[99,103,107,111,115,120,123,128,133,136,140],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":104,"show_sort_weight":105,"slug":106},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},"Comic",60,"comic",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},6,"Technology",50,"technology",{"id":85,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":121,"slug":122},40,"healthcare",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":126,"slug":127},8,"Research & Report",30,"research-report",{"id":129,"doc_module":4,"doc_module_name":25,"category_name":130,"show_sort_weight":131,"slug":132},9,"Religion & Spirituality",20,"religion-spirituality",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":134,"show_sort_weight":131,"slug":135},"World Cup","world-cup",{"id":137,"doc_module":4,"doc_module_name":25,"category_name":138,"show_sort_weight":137,"slug":139},10,"Lifestyle","lifestyle",{"id":141,"doc_module":4,"doc_module_name":25,"category_name":142,"show_sort_weight":96,"slug":143},19,"General","general"]