VAMLE Newsletter
July 2025 Edition
In 2020, the National Association of State Boards of Education produced an article entitled "Creating Equitable School Climates" to provide an updated explanation of the value, importance, and benefits of this critical work in our schools. The research-based article argues that traditional definitions of school climate should be expanded to intentionally ensure that all students have positive educational environments that reflect their diverse backgrounds and needs. It defines an equitable school climate as one that supports each student’s development and prosocial identity by being culturally responsive to differences in norms, values, relationships, and organizational structures within schools and communities. The authors discuss how equity must be integrated into school improvement efforts—beyond bullying prevention—by recognizing the impact of systemic inequities like racism and poverty, embedding culturally responsive practices, and guiding states and districts in practical strategies to improve climate through policy, social-emotional learning, and inclusive leadership. This article can serve as a valuable guide for schools when are seeking ways to improve their own school climate, or to gain a better understanding of this work in today's educational environment.
Read the full resource: https://files.eric.ed.gov/fulltext/EJ1257763.pdf#:~:text=An%20equitable%20school%20climate%20supports%20each%20student
Teams can now pre-register for the 13th annual Creating Communities of Equity & Respect Conference, which will be held at Champlain College on March 10th, 2026 (inclement weather date of March 12th). By pre-registering your team, you reserve your spots early to ensure that your team is able to attend. You also get a preview of the sessions that will be available to attend at the conference.
If you are interested in attending and you have a team in mind, please pre-register using the link below. It is critical that we have an accurate head count of those who plan to attend so we can ensure that we have the space to accommodate everyone.
The Successful Middle School: This We Believe states that, in order to support the whole student, "Health, wellness, and social-emotional competence are supported in curricula, school-wide programs, and related policies." We know that middle level students thrive when their health, wellness, and social-emotional development are treated as essential components of education rather than add-ons. Early adolescence is a period of rapid physical, emotional, and cognitive change, and students’ ability to learn is deeply connected to how safe, supported, and balanced they feel. When curricula intentionally address topics such as mental health, healthy relationships, self-awareness, and stress management, schools acknowledge the whole child and create conditions in which academic learning can flourish.
Embedding health and wellness into the curriculum also ensures that all students gain equitable access to critical life skills. Instruction that integrates social-emotional learning helps students build empathy, resilience, self-regulation, and effective communication—skills that directly influence behavior, decision-making, and peer interactions. These competencies support a positive classroom climate, reduce conflicts, and help students navigate challenges both in and out of school. When students understand their emotions and how to manage them, they are better prepared to engage productively in learning.
School-wide programs play a vital role in reinforcing these lessons consistently across the school environment. Advisory programs, wellness initiatives, restorative practices, and extracurricular opportunities create shared expectations and common language around well-being. This consistency helps students feel connected to caring adults and peers, strengthening their sense of belonging. A supportive school culture that prioritizes wellness can also reduce absenteeism, behavioral issues, and anxiety, allowing students to focus more fully on their academic and personal growth.
At the systems level, policies ensure that commitments to health and social-emotional competence are sustained and meaningful. Policies that support safe school climates, access to counseling services, inclusive practices, and balanced schedules demonstrate that student well-being is a priority at the institutional level. When curricula, programs, and policies align, schools create a coherent system of support that nurtures healthy, confident, and engaged learners. This holistic approach reflects the core belief of effective middle schools: students learn best when their physical, emotional, and social needs are intentionally and thoughtfully addressed.
- The Vermont Agency of Education's Health Ed Guidance
https://education.vermont.gov/student-learning/content-areas/health-education
- Harmony Academy - An SEL curricular resource with embedded lessons, activities, and videos. Much of this is provided for FREE thanks to a partnership between Harmony Academy and the VTAOE.
- SHAPE Teacher Toolbox - This toolbox from the organization that developed the national Health and Physical Education standards provides a wealth of tools, resources, lessons, and more to support teaching and learning related to health and wellness.
Find AMLE's This We Believe: The Successful Middle School here.
Read VAMLE's guiding document, "Middle School is Not a Building," here.
Promote student leadership by attending the NELMS Student Leadership Conference.
Early adolescence is a time of rapid cognitive, emotional, and social change. Therefore, mindfulness practice and social-emotional wellness are essential for middle level students. Students in this age range are developing their identities, navigating increased academic expectations, and becoming more sensitive to peer relationships. Mindfulness helps students build self-awareness and emotional regulation, allowing them to better understand their thoughts and feelings rather than reacting impulsively. These skills support healthier decision-making and create a foundation for resilience during a developmentally vulnerable period.
Social-emotional wellness also plays a vital role in creating safe, supportive learning environments where middle level students can thrive. When students develop skills such as empathy, communication, and conflict resolution, they are better equipped to form positive relationships with peers and adults. Strong social-emotional skills reduce behavioral issues, bullying, and anxiety, while increasing students’ sense of belonging and self-confidence. A classroom culture that values emotional well-being encourages students to take academic risks and engage more fully in learning.
Together, mindfulness and social-emotional wellness contribute to improved academic outcomes and long-term well-being. Research consistently shows that students who can manage stress, set goals, and persevere through challenges perform better academically and demonstrate stronger motivation. By integrating mindfulness and social-emotional learning into middle level education, schools help students develop lifelong skills that support mental health, healthy relationships, and responsible citizenship well beyond the classroom.
Here are a few resources and tools to help you guide students in their reflection in your classroom:
- Headspace for Educators - One of the leading tools for guiding mindfulness practices, Headspace offers free accounts for educators that can be used both personally and professionally.
- UC Berkeley's Greater Good in Education - This guide from UC Berkeley offers a broad collection of articles, strategies, and tools for implementing mindfulness (and other SEL work) with adolescents.
- Advice from a Restorative Practices Coach - This slideshow from middle level educator and former Restorative Practices Coach Andrea Gratton provides numerous practical strategies for implementing a range of different mindfulness practices in your classroom, allowing every student to find their entry point into mindfulness.
- Attend the Middle Grades Collaborative's monthly "Conversations" to discuss problems of practice and strategies for overcoming them.
- Attend the New England League of Middle Schools' (NELMS) Annual Conference. In 2026 it is being held in Springfield, Massachusetts on March 19th & 20th.
- Join the VAMLE board! More information about board membership can be found here on our website. We would love to have you as part of our team!
Contact VAMLE:
Kyle Chadburn (he/him)
Executive Director
P.O. Box 62
Newport, VT 05855