Learning Environments

Have at least one developmental relationship, with an adult in their school 

Students have at least one space they feel safe and feel they can be themselves in their school.   

Build an understanding of SED skills (and graduate profile competencies if applicable), trauma-informed relationships and instruction, and reflect upon their own SED skills and identification of areas for growth  

Believe that SED is part of their role as educators 

Have developmental, trauma-informed relationships with students  

Design classroom environments that buffer stress  

Build SED skills including coping/regulation skills to manage stress 

Co-create (with educators) a school culture that feels safe and supportive for all students and educators  

Consistently implement trauma-informed practices in their classrooms  

Support students to build SED skills (and graduate profile competencies if applicable), reflect on and refine their own SED skill development as needed  

Build systems and structures to foster supportive and trusting relationships, and safe environments for all students 

Support students to build SED skills (or graduate profile competencies if applicable)  

Have many supportive, trusting relationships with adults in their school 

Build SED skills (and graduate profile competencies if applicable)   

Feel physically and emotionally safe, and safe in their identity 

Cultivate SED-rich, trauma-informed, stress-buffering environments across the school  

Have systems and structures in place to foster supportive and trusting relationships among all staff and students  

Share learnings and approaches with other schools within their district to align practices system-wide