Invest in supportive-community strategies—mental health staffing, SEL, restorative practices, and relationship-centered structures—rather than expanded physical security¶

Strategy · All strategies
Evidence · 1 claim (1 mixed) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The report recommends that states and districts use Bipartisan Safer Communities Act and federal COVID-19 recovery funds to "increase student access to mental health and counseling resources," adopt restorative practices and SEL, and adopt "structures and practices that foster strong relationships" such as advisories, small learning communities, looping, and school–family connection time. It further recommends preparing all school staff to support student well-being, incorporating safety and well-being measures into federal data collection, and conducting equity reviews of safety measures' discipline impacts. These recommendations follow directly from the report's finding that security-focused strategies lack evidence while supportive-community strategies show consistent benefits.

Design Implications¶

Context¶

Requirements¶

• Sustained funding plans to maintain staffing when one-time funds expire, as the report recommends

Constraints¶

• The report notes implementation of restorative practices requires staff buy-in, sustained training and funding, and time to shift mindsets from traditional discipline

Target Learners¶

• K-12 students
• Black students and students with disabilities disproportionately affected by security-focused measures

Target Learning Goals¶

• School safety and feelings of safety
• Student mental health and well-being
• Positive school climate and engagement

Claims¶

• School-based mental health supports benefit students, but staffing ratios and service availability fall far short of recommendations [~W]

Related Strategies¶

• Plan for multiyear implementation support because outcome trajectories are U-shaped, with short-term declines preceding long-term gains
• Organize student well-being supports through a three-tier MTSS with universal screening
• Use advisories and looping to ensure every student is known and supported by adults
• Federal policy should fund wraparound supports and community schools integrating health, mental health, social services, and extended learning time
• Four district-level recommendations for improving school safety and student well-being regardless of position on the spectrum

Examples¶

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Key Sources¶

• dePaoli, J., & McCombs, J. (2023). Safe schools, thriving students: Evidence-based strategies for creating safe and supportive schools. Learning Policy Institute. https://doi.org/10.54300/701.445