Join this edWebinar for a discussion about this “new normal” of distance learning. We’ll dive into the trends of how and what students are doing as seen through Gaggle’s data, as well as how educators can keep students safe and connected while they learn at home.
This edWebinar will highlight innovative strategies to help us all become “emotion scientists” and inspire us to bring out the best in ourselves, each other, and our students.
This edWebinar will offer a breakdown of the current research on student mental health, strategies for supporting student and one’s own well-being, and offer practical ways to put it to use.
The research that came out of a recent white paper highlights the issues around the increasing crisis in adolescent mental health. In a recent edWebinar, the presenters emphasized the need for school districts “to intervene with students as quickly as possible to keep them safe.”
Join the panel for a discussion on the causes of the mental health crisis and resources districts are using to address these issues in a holistic way.
How can an average teacher, without a counseling degree or special training, make a difference in these students’ lives? Digital portfolios can help.
This edWebinar will teach educators how to help youth change negative behavioral patterns and improve their mental health using an “inside/out” (as opposed to an “outside/in”) approach.
Learn about the connection between mindfulness and self-care, the basics of what mindfulness is and isn’t, the importance of focusing on the adult first, ideas for student and staff buy-in, and simple strategies for using mindfulness in the classroom and schoolwide community.
In this edWebinar, clinical psychologist Dr. Myles Cooley provides guidelines on supporting these students and communicating with them and their parents.
A variety of comorbid mental health conditions occur regularly for many children and adolescents with Autism Spectrum Disorder (ASD). Anxiety disorders, anxious symptoms, and developmentally appropriate “worries” present themselves in students with ASD in as many ways as they do in more typically developing children, and they often lead to behavioral challenges for students with ASD.