Mental Health Matters

In June of 2020, the U.S. Government Accountability Office (GAO)—an independent, non-partisan "congressional watchdog"—was asked a critically important question: In K-12 education, what are the characteristics of school shootings, and do different approaches to discipline play a role? While the full report is available here, the summary below focuses on what the GAO found about discipline.

First, an important truth: school shootings are rare and incredibly complex events. They have multiple causes, which makes it nearly impossible to point to discipline as a single explanation. That said, research is very clear about one thing—exclusionary discipline practices like suspension, expulsion, and zero-tolerance policies often do more harm than good. They are linked to lost instructional time, higher dropout rates, and greater involvement with the juvenile justice system.

Even though discipline policies alone won’t prevent school shootings, the evidence is strong: exclusionary practices carry real risks, especially for our most vulnerable students. On the other hand, schools that lean into non-exclusionary, preventive practices see stronger climates, reduced violence, and healthier, safer communities. Some of the most effective strategies include:

• Social Emotional Learning (SEL): Builds skills in emotional regulation, problem-solving, and relationships; proven to reduce violent behavior.

• Threat Assessment: Multidisciplinary teams that evaluate risks and create safe, supportive intervention plans.

• Restorative Practices: Focus on strengthening relationships and repairing harm, improving school climate and reducing suspensions.

• Positive Behavior Supports (PBIS): Schoolwide systems that teach and reinforce expectations, providing tiered supports for all students.

• Trauma-Informed Practices: Recognize the impact of trauma and create physically and emotionally safe environments for learning.

Throughout the school year, this newsletter will share information and resources to help deepen your understanding and implementation of these practices, not only as an individual, but within the greater educational system. Every choice we make around discipline shapes not only learning but also safety. By moving away from exclusion and toward connection, we can build schools where every student feels seen, supported, and safe—and that’s how we truly protect one another.

Join us October 23, 2025 - 8:30-1:30 at the DoubleTree, Grand Rapids Airport - for a powerful day focused on student safety and empowerment!

The Michigan Youth Violence Prevention Summit, sponsored by the MSP Office of School Safety, is an amazing opportunity to develop an understanding of the challenges related to youth violence and empower young people to share their perspective on effective prevention strategies.

Highlights include:

• Remarks from Col. James F. Grady II, Director of the Michigan State Police
• Inspiring presentations by recognized speakers, including Mr. Ryan Tillman and Mr. Anthony Grupido
• Interactive breakout sessions focused on coping skills, youth suicide prevention, and student-led dialogue

To learn more about the event and for registration information, click here!

*The Office of School Safety (OSS) promotes strategies to encourage safe and secure learning environments that reduce threats, build trust, and improve the quality of life for K-12 students in Michigan.

LGBTQ+ students are still at disproportionate risk for persistent bullying, harassment, and victimization. In response to requests from school districts across Michigan, the MDE LGBTQ+ Students Project staff created a suite of online professional development workshops to build the capacity of schools to provide a safe, supportive, and inclusive culture and climate where all students can thrive. The MDE LGBTQ+ Students Project is honored to partner with school districts and parents to make these highly requested workshops available to school staff for the 2025-26 school year.

Use this link to learn more about and register for session offerings.

Behavioral Health Mediation

This program ensures clients have access to a neutral, independent mediation professional to resolve matters related to your experience with Community Mental Health (CMH) or Prepaid Inpatient Health Plan (PIHP) services. We’ll connect you with your local Community Dispute Resolution Program (CDRP) center that can help you resolve your dispute.

BHM services are free to all parties (including youth and adults) receiving mental health services from a CMH or PIHP, and paid for through a Michigan Department of Health and Human Services (MDHHS) grant.

To get started, contact the Oakland Mediation Center at 1-844-363-3428 between 9 a.m. – 5 p.m. EST, Monday through Friday. Or email us at behavioralhealth@mediation-omc.org.

Looking to enhance your Tier 1 PBIS work?!

This SW PBIS Tiered Fidelity Inventory Crosswalk positions indicators related to academics, bullying prevention, cultural responsiveness, early childhood, high school, mental health, and restorative practices within the existing TFI rubric.

This tool is sure to aide district or building PBIS teams in seamlessly interconnecting their prevention practices!

As we kick off a new school year, it’s the perfect time to set the tone for strong, supportive classroom communities. Restorative practices aren’t just for addressing conflict—they’re powerful proactive tools for building trust, connection, and belonging right from the start. In fact, 80% of our restorative work should be proactive!

A simple tool to try:
Restorative Circles don’t have to be formal or time-consuming. Try a “Check-In Circle” at the start of class:

• Ask one quick, low-stakes question (e.g., “What’s one word for how you’re feeling today?” or “What’s something you’re looking forward to this week?”).

• Give everyone a chance to share, listen, and connect.

This 5-minute practice can build community, strengthen relationships, and create a sense of safety and belonging that carries through the rest of the year!

Want more ideas? edtomorrow's Today's First Five Collection offers daily, free resources, perfect for connecting during the first five minutes of class time!

TLDR.

Embedding SEL into everyday routines doesn’t have to be complicated. CASEL’s 3 Signature Practices give us simple, powerful tools to make classrooms and meetings more inclusive, engaging, and effective:

1. Inclusive welcome - start class, meetings, or learning sessions with community-building and connection.
2. Engaging strategies - mix interactive and reflective activities to keep everyone involved.
3. Intentional close - end with reflection, highlight what was learned, and create a bridge to what’s next.

Want examples or ready-to-use ideas? CASEL has you covered! Whether you’re teaching a full class, leading a small group, or working one-on-one with students, these signature practices will steer you in the right direction!

Empower yourself and those around you with these free 20–50 minute podcasts available all month long!

• Exploring Theories of Suicide: Get familiar with leading psychological and sociocultural frameworks used to understand suicide and develop best practice interventions.
• Understanding Direct & Indirect Drivers: Unpack the layers of factors—thoughts, feelings, behaviors, and lived experiences—that “drive” youth to consider suicide.
• Social Media and Suicide Prevention: Explore how social media platforms can both increase risk and create protective factors for youth.
• Substance Use and Suicide: Learn how substance misuse interacts with suicide risk and how to engage supportively.

Understanding how stress, regulation, and nervous system states affect learning and relationships is at the heart of trauma-informed work.

When we’re regulated, our energy naturally rises and falls between calm and activation within our “window of tolerance.” Think of it as a balance between the accelerator and the brakes. As Robyn Gobbel puts it, being regulated means we can “manage the ebb and flow of energy and arousal in the nervous system without freaking out.”

When we’re dysregulated, that balance is off—our energy may be too high, too low, or out of sync with the situation. In these moments, it’s hard to think clearly, stay focused, or connect with others.

For students with trauma histories, dysregulation can show up even in situations that don’t seem threatening. That’s why the first step in helping students regulate is learning to regulate ourselves.

This month’s Educator Toolbox is here to support you with practical strategies to stay grounded and steady throughout your day.

The Michigan Behavioral Threat Assessment & Management Process is a systematic approach designed to help schools identify, assess, and manage students who may pose a threat to themselves and others. It aims to prevent violence and ensure the safety of students, staff, and the school community.

Values that are central to the model include:

• The Mi-BTAM process is proactive, not reactive. It operates on the belief that early intervention can prevent violence before it occurs.

• The process assesses behaviors, not labels individuals as dangerous. It focuses on an individual’s actions, communications, and circumstances that may indicate a pathway toward harm.

• No single person has all the answers—teachers, counselors, school resource officers, and mental health professionals must work together.

• The goal is not punishment, but rather helping students before issues escalate.

If you are a colleague are interested in being trained in the Mi-BTAM model, check out our professional learning opportunities below!

Get ready to empower your whole team to support student wellness and school safety!

The Michigan State Police Office of School Safety is excited to share Detect & Connect — a new video series that gives every adult in your school practical tools to spot when a student may be struggling and take action to connect them with the right support.

This series is also a great resource for building and district BTAM teams, helping ensure that all staff understand their important role in the BTAM process.

For additional information about resources included in this Newsletter or with other questions or concerns, please contact Chelsea Kittridge-Farrell, Mental Health & Behavior Intervention Consultant.