Self-Paced | Join Now through June 30th

Social and Emotional Classroom Series: Stress, The Brain and Implicit Bias

This asynchronous session invites participants to explore the importance of self-care. The effects of trauma, how trauma and stress impact our brains and the role of implicit bias are all discussed. As educators have navigated a year of uncertainty, this session will provide them insight into their own stressors as well as those of their students.

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Join Us Virtually on June 1st from 4:30 – 5:30 PM
with Keynote Speaker, Dr. Stacie Molnar-Main Pa Department of Education Consultant for School Climate and Social Emotional Learning

The Learning Environment: Mobilizing for Staff and Student Wellness

How can equitable, trauma informed learning environments that support staff and student wellness be incorporated into school entities’ policies, procedures, and practices the 2021-22 school year and beyond? By using frameworks to support social-emotional and behavioral outcomes, we can improve conditions for learning. This includes the creation of safe, supportive learning environments that have equitable, trauma-informed principles at the core of their planning. This session will introduce resources available to help school teams take the initial steps toward designing universal strategies for supporting staff and student wellness for the 2021-22 school year.

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Join Us Virtually on June 9th from 3:00 – 5:00 PM

Using Multiple Data Sources to Inform School Climate and Equity Planning

How do you maximize the use of existing data sources as a way to measure school climate and equity focus work? This session will address using the results of existing data sources (SWIS, PAYS, Indicator 8, School Climate Surveys, Attendance, district-specific surveys, etc.) and other available data sources to both integrate and improve school climate efforts across your district, school, or classroom system. A case study will be shared by a panel of school members who worked this year with MCIU using PDE’s School Climate Survey.

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