- Dedication
- About the Cover Art
- Contributors
- Introduction
- 1 Conceptualizing Youth Mental Health Through a Dual-Factor Model
- 2 Framing School Mental Health Services Within a Dual-Factor Model of Mental Health
- 3 Building Culturally Responsive Schools
- 4 Implementing Positive Behavior Interventions and Supports
- 5 Adopting a Trauma-Informed Approach to Social-Emotional Learning
- 6 Promoting School Safety, School Climate, and Student Mental Health
- 7 Preventing School Violence and Advancing School Safety
- 8 Cultivating Student Engagement and Connectedness
- 9 Creating Resilient Classrooms and Schools
- 10 Strengthening the Quality of Preschool, Childcare, and Parenting
- 11 Building Family–School Partnerships to Support Positive Parenting and Promote Healthy Families
- 12 Promoting Physical Activity, Nutrition, and Sleep
- 13 Teaching Emotional Self-Regulation to Children and Adolescents
- 14 Promoting Students’ Positive Emotions, Character, and Purpose
- 15 Building a Foundation for Trauma-Informed Schools
- 16 Preventing Bullying in Schools
- 17 Supporting the Well-Being of Highly Mobile Students
- 18 Enfranchising Socially Marginalized Students
- 19 Preventing School Failure and School Dropout
- 20 Providing Evidence-Based Supports to Students in the Aftermath of a Crisis
- 21 Raising the Emotional Well-Being of Students With Anxiety and Depression
- 22 Implementing Statewide Practices That Promote Student Wellness and Resilience
- 23 Using Universal Screening to Monitor Students’ Social, Emotional, and Behavioral Health
- 24 Accessing Targeted and Intensive Mental Health Services
- Afterword
- Index
(p. 183) Creating Resilient Classrooms and Schools
- Chapter:
- (p. 183) Creating Resilient Classrooms and Schools
- Author(s):
Beth Doll
and Hong Ni
- DOI:
- 10.1093/med-psych/9780190918873.003.0010
This chapter describes the Resilient Classrooms protocol for fostering classroom environments that promote students’ emotional well-being and academic success. Descriptions relate key elements of developmental resilience research to the 4 Resilient Classrooms steps: collecting student surveys describing relationships and support for self-agency in the classroom; consulting with students and colleagues to make sense of the survey data; creating and carrying out a plan to modify classroom routines and practices to strengthen supports for resilience; and re-administering the surveys to assess the impact of the plan. An example of a Resilient Classrooms project in Beijing, China, illustrates the acceptability and viability of the Resilient Classrooms protocol in other cultures.
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- Dedication
- About the Cover Art
- Contributors
- Introduction
- 1 Conceptualizing Youth Mental Health Through a Dual-Factor Model
- 2 Framing School Mental Health Services Within a Dual-Factor Model of Mental Health
- 3 Building Culturally Responsive Schools
- 4 Implementing Positive Behavior Interventions and Supports
- 5 Adopting a Trauma-Informed Approach to Social-Emotional Learning
- 6 Promoting School Safety, School Climate, and Student Mental Health
- 7 Preventing School Violence and Advancing School Safety
- 8 Cultivating Student Engagement and Connectedness
- 9 Creating Resilient Classrooms and Schools
- 10 Strengthening the Quality of Preschool, Childcare, and Parenting
- 11 Building Family–School Partnerships to Support Positive Parenting and Promote Healthy Families
- 12 Promoting Physical Activity, Nutrition, and Sleep
- 13 Teaching Emotional Self-Regulation to Children and Adolescents
- 14 Promoting Students’ Positive Emotions, Character, and Purpose
- 15 Building a Foundation for Trauma-Informed Schools
- 16 Preventing Bullying in Schools
- 17 Supporting the Well-Being of Highly Mobile Students
- 18 Enfranchising Socially Marginalized Students
- 19 Preventing School Failure and School Dropout
- 20 Providing Evidence-Based Supports to Students in the Aftermath of a Crisis
- 21 Raising the Emotional Well-Being of Students With Anxiety and Depression
- 22 Implementing Statewide Practices That Promote Student Wellness and Resilience
- 23 Using Universal Screening to Monitor Students’ Social, Emotional, and Behavioral Health
- 24 Accessing Targeted and Intensive Mental Health Services
- Afterword
- Index
