Native American Training Series: School Overview
This training presentation developed by COPS is designed to provide law enforcement and other school personnel information about various safety concerns relevant to school environments.
Audience: Clinicians
The Role of Technology in Improving K-12 School Safety
The purpose of this study is to synthesize expert opinion about the key challenges associated with keeping schools safe, examine the available evidence on the technologies that schools use, and present experts’ views on the needs for and limits of current technological solutions and other safety practices.
Making Your School Safe
This article summarizes various components of social and emotional safety for children, teachers, and the overall school environment.
Sharing Ideas & Resources to Keep Our Nation’s Schools Safe
This report is a compilation of projects and programs that have successfully increased school safety in schools from around the country.
Stories of Success in Bullying Prevention
This report highlights valuable lessons learned about bullying prevention from Pennsylvania schools.
Integrating Bullying Prevention and Restorative Approaches in Schools
This white paper addresses the integration of two common approaches to improving school climate and school connectedness: bullying prevention (BP) and restorative practices (RP).
Service Learning 101
This presentation provides general background on service learning, its impact, examples of projects, and resources for learning more.
Service Learning: Educator Guide
This guide was designed for teachers interested in developing service-learning lessons and projects in their classroom. Information about service learning and its planning, designing, and conducting is included.
Serving Learning Toolkit
This guide developed for college educators describes what service learning is, the development and implementation of a service-learning course. Principles from this guide could be adapted for non-university settings.
Indigenous Knowledge Realized
The article explores the experiences of 13 undergraduate American Indian college students who served as mentors through a service-learning course while attending a 4-year, predominantly White institution (PWI).
