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HomeMy WebLinkAbout2014-11-CYR-Executive Summary Executive Summary Recommendations for Reducing Stress, Building Resiliency and Improving Services for Our Youth Submitted by the Ad Hoc Committee for Youth At Risk to the Lexington School Committee Lexington, MA November 2014 I. FRAMING THE ISSUE 1. Stress is taking its toll on Lexington's youth According to the 2013 Youth Risky Behavior Survey: • 55 LHS students recently tried to commit suicide (at least once) in the past 12 months • 247 (15% of those surveyed) seriously considered suicide—the highest level in a decade • Harassment at school and through social media was the strongest predictor of suicide ideation • 60% reported "extreme" or "a lot" of stress due to classes • 83% of students felt the atmosphere of the school encouraged academic competition 2. The key is to reduce unnecessary stress while maintaining academic standards and a healthy balance for youth • Not all stress is bad. The stress from challenging oneself just the right amount is a good and necessary kind of stress. But too much stress is physically and emotionally unhealthy and can lead to risky behavior. • Some stress is simply unnecessary—and parents, teachers and students can do something about it. Sources of unnecessary stress include academic, extracurricular, peer, family, and social pressure. • If students are not subjected to too much stress, particularly unnecessary stress, they will learn more, perform better, and be healthier. • Reducing stress for students will not compromise academic standards or student achievement. Rather, having less stress can actually improve students' academic performance and success. • Efforts to reduce student stress should also include efforts to reduce teacher/staff stress. Less stressed teachers are more effective teachers and they can model stress reduction behaviors for their students. 3. This is a community issue that requires leadership • It's not just about the schools—This is a community problem requiring a community response that involves parents, students, town and the community, as well as schools. • There must be more visible leadership and more effective organization within both the Lexington Public Schools and the Town Government to address stress and youth at risk. And there should be more coordination between the Town and LPS. • Schools are doing a lot to serve youth with emotional issues, but Town services for youth are seriously under-resourced relative to comparable communities. • While efforts in the schools require district-wide leadership and organization, effective solutions also require a "bottoms up" approach with heavy teacher and staff involvement. • More effective communications to the community is needed from LPS and the Town. 2 4. Enhancing social-emotional intelligence and building resiliency leads to higher quality education and better performance • If the emotional intelligence of students is enhanced, through programs such as those based on Social Emotional Learning, they will be more successful. 5. It is critical to improve identification of youth at risk and provide support services for them and their families • When youth and their families are experiencing problems, they should have access to quality services. 6. Changing the culture and climate for youth requires building awareness and engaging in community discussion and education • Coming together can make a difference. Other communities have successfully brought town services, schools, parents, and community groups together to address stress, e.g. Newton, Needham, Bedford, and Winchester. The Full Report of the Ad Hoc Committee for Youth At Risk can be found at the Lexington School Committee website http://lps.lexingtonma.org. Go to School Committee/Publications and Reports 3 II. SUMMARY OF RECOMMENDATIONS 1. Leadership and Organization a) Designate senior leaders in both the Lexington Public Schools and town government to manage programs to reduce stress, build resiliency, and provide services for youth at risk. b) Establish collaborative working groups within the LPS system and between the schools and town government, as well as a town-wide working group comprised of community leaders, to develop a coordinated approach. Schools Town Government Community* •Hire or designate a senior LPS administrator with the •Hire or designate a Director of Youth Services within •Under the auspices of the Committee for Lexington organizational authority to mobilize initiatives in the the Department of Human Services responsible for Youth Working Group,recruit leaders from classroom,guidance,social services,and Professional overseeing and coordinating services to youth community groups,such as PTA/PTO's,religious and Learning in order to lead district-wide efforts to build civic organizations,and social service,and healthcare •Create a Committee for Lexington Youth,co-chaired youth resiliency,reduce youth stress,and provide providers,to form a Community Resources for Youth services for youth at risk by the Director of Youth Services and designated LPS Working Group with the aim of mobilizing lead administrator and comprised of youth,school, community resources to build resiliency,reduce •Create a district-wide Stress Reduction and Resiliency town,and community leaders,to promote and stress,and provide community-based services for Working Group,chaired by the senior LPS develop programs aimed at building resiliency, youth at risk administrator that includes administrators,principals, reducing stress,and providing counseling and support guidance,wellness,special education staff,and services to youth at risk •The Community Resources for Youth Working Group classroom teachers,to develop new initiatives in the would develop and organize community forums, •Hire counseling staff or contract with a community schools,share information among schools about their education programs,and town-wide events aimed at counseling agency to assist the Director in providing programs,and assess the effectiveness of these promoting discussion and educating the community counseling and support services,staffing the Youth efforts on social and emotional health,reducing stress,and Center,and developing community education supporting youth at risk •Form an on-site working group within each school programming for youth and parents chaired by the principal or assistant principal to find •The Community Resources for Youth Working Group ways to reduce stress,build resiliency,and improve will act as a liaison in order to coordinate the the school climate community education programs and forums for youth and families offered by various community groups *Community includes the community-at-large(parents,students,community members)as well as community organizations such as PTOs and PTAs,health service providers (social workers,physicians,mental health providers),youth counseling and prevention organizations(LYFS,Wayside),civic youth groups(Boy Scouts,Girls Scouts),faith-based youth groups(all church/temple/mosque youth groups),community-based education booster groups(FOLMADS,LEF),youth-based community not-for-profits and businesses (ArtSpan,LACS,Dance Inn),community-based organizations(Rotary,Lion),community businesses and professionals(retailers,independent professionals),and other ancillary quasi-public organizations(library,Hayden,Lexington Community Education,colleges). 4 2. Help students and youth build resiliency, enhance social-emotional intelligence, manage stress, create balance in their lives, and improve overall wellness. Schools Town Government Community •Expand,initiate and coordinate evidence-based •Establish a Youth Center(possibly at the Lexington •Organize community forums and education programs Social-Emotional Learning programs with the aim of Community Center)operated by youth themselves coordinated by the Community Resources for Youth ensuring consistency,continuity,and alignment of SEL and a Youth Center Board comprised of adults and Working Group on topics such as: efforts K-12 youth to provide administration and support for the • social-emotional learning and building resiliency Youth Center • mindfulness-based stress reduction •Implement programs to teach children how to approaches manage emotions,stress,anxiety,and build resiliency •Provide free or low-cost access to stress relieving • stress-relief techniques and activities activities,such as yoga,recreation,and art,through • role of sleep in learning and mood regulation, •Expand Professional Learning for teachers on how to the Town,the Community Center,the Youth Center, good sleep hygiene to improve well-being create pro-social classrooms,and help students and other sites • how to balance academic achievement and manage stress and build resiliency emotional well-being •Provide online listings of both town-sponsored and • improving work-family balance •Evaluate effectiveness of current programs and p g y outside resources in the community for stress consider alternative approaches for reducing stress management,health,and wellness •Work with local business and community groups to and building resiliency at all levels,e.g.morning offer wellness programs for parents and youth meeting time,intervention/exploratory blocks,LHS •Work with community and business leaders to engage extended homerooms youth in community service programs including •Work with town youth services to establish interning and mentoring programs community peer leadership and peer mentor •Initiate pilot programs and expand existing initiatives programs for teens that complement in school peer to integrate mindfulness-based stress reduction leadership programs practices into all schools •Develop a parent's guide to social-emotional learning •Offer and expand wellness program for teachers and and educate parents on ways to complement social staff to reduce and manage their own stress emotional learning practices from school with their •Reinstate health education in elementary schools and children at home increase frequency of health and wellness programs in middle and high school •Support community events sponsored by the town, businesses and community organizations that •Develop and encourage ways to foster personal promote social connection,family-centered fun, connections and mentorship opportunities between relaxation,and stress-relief,e.g. Discovery Day teachers/staff and individual students •Enable the peer leadership program to expand by providing additional staff resources •Increase number and access to yoga classes in middle and high school 5 3. Examine ways to reduce sources of unnecessary and unhealthy stress for students and youth, including academic, extracurricular, social, peer, family, societal, or internal pressures. Schools Town Government Community •Establish best practices for homework through •Create a comprehensive town website for youth •Organize community forums and education teacher groups and PLCs,and provide Professional services that includes information and resources for programs,coordinated by the Committee Resources Learning for teachers on homework best practices reducing stress and building resiliency for Youth,on sources of stress that can be minimized or avoided.Possible topics include: •Revise district and school workload policies and •Work with community groups to institute town-wide guidelines,e.g.review workload,vacation policies, campaigns,such as managing digital media exposure • peer pressures/competition respites from homework,scheduling of multiple ("unplugged week"),good sleep hygiene,meeting- • cyber-bullying tests/projects free and homework-free days,to reduce stress and • social media promote in-person,social interaction • over-scheduling •Examine and consider altering LHS course offerings, • sleep deprivation levels,and sequences in specific areas where •Offer information on health and wellness topics,e.g. • how to balance academics,activities,social life, alternative options would provide more appropriate alcohol and other drugs,sleep,social media through family life choices for students,e.g.adding honors levels where the website,social media,and written material. • college application process and its role in driving needed,developmental readiness for Grade 10 AP student stress courses,science course preparation •Partner with schools to coordinate community-wide programs on bullying,dating violence,Internet safety, • how early student stress starts and how to •Offer greater choice and flexibility of course options alcohol and other drug use prevent it in middle and high school so students can closely align classes to their ability levels and interests,e.g. •Organize parent-teen discussion events to talk about electives that appeal to student interests,alternatives sources of stress and what can be done to reduce for required classes stress in students'lives •Define consistent and clear recommendation •Hold peer discussion groups with students in the procedures for courses in middle and high school to Youth Center,religious youth groups,and other ensure proper placement community youth groups to talk about their own sources of stress and how to reduce stress in their •Examine ways the schools can assist,inform,and lives educate students and families in making balanced choices for course selection; provide information on •Expand efforts to reduce teen engagement in course expectations and workload to students in unhealthy stress coping strategies,such as caffeine, advance alcohol,marijuana and other drug use •Teach time management and executive functioning •Support community activities and events aimed at skills to students in middle and high school reducing stress,e.g.unplugged week,meeting- free/homework-free days •Explore and evaluate implementing a later start time for LHS 6 4. Identify youth at risk, provide support services, and improve coordination of services and referrals between schools, town, and community. Schools Town Government Community •Enhance identification and support services for •Plan and implement a community-wide youth suicide •Present results of the Youth Risk Behavior Survey students with emotional and mental health concerns prevention program developed by a task force of (YRBS)to parents and the community in a public (anxiety,stress,depression,psychological issues)at all adults and youth representing the schools and forum and publish the full report on the town and grade levels community youth operated websites •Hire additional guidance counselors or social workers •Develop and implement a town protocol for suicide •Review YRBS and other data to identify problem in elementary schools to provide a balance of prevention and response to a youth suicide areas,triggers,and risk factors for youth preventive and responsive services •Provide free,accessible individual and family • Train and educate adults(parents,educators,service •Create additional preventive support programs in counseling and support services to youth and providers,youth groups)to recognize signs of excess middle schools and at LHS for students with anxiety, families through a contracted community counseling stress,anxiety,suicidal thoughts,mental health stress-related,psychological,emotional or mental agency or town youth services staff issues,self-injurious and risky behaviors health issues(apart from TLP,Alpha,and SPED)This may help offload cases that end up in SPED •Provide counseling and support groups for at-risk •Provide peer training programs for teens, youth involved in alcohol and other drug abuse, coordinated with the schools,on what to do,how to •Ensure continuity of support services as students harassment,bullying,dating violence,including those get help in situations of risky or harmful behavior,e.g. transition in the system from one school level to the referred by police,schools,clergy and others signs of self-harm,suicidal behavior,drug use,anxiety next •Provide outreach programs to at-risk youth,including •Distribute information online and in print to the •Develop Professional Learning programs and peer leadership programs at the Youth Center, community on what to do and how to get help in delineate protocols for identifying students who designed to reach out to at-risk youth and enhance risky or harmful situations exhibit signs of stress,anxiety,depression,suicidal self-esteem thoughts,or risky behavior •Work to de-stigmatize the act of seeking counseling •Designate a town coordinator or a contracted and support •Partner with the Town and community providers to community youth counseling agency to be the identify resources for school personnel to make community resource for school personnel to make 'Provide parent education and support groups aimed referrals and do follow-up coordination referrals for at-risk students at prevention of suicide,substance abuse,sexual abuse,domestic violence,self-destructive behavior •Put information stickers on bathroom doors about •Provide an online directory of free and low cost symptoms of depression and anxiety;suggest talking mental health services and private mental health 'Engage community groups,cultural organizations, to doctor,guidance counselor or help line for advice providers in the community faith based youth groups,civic youth groups to do outreach for youth at risk and their families •Develop programs through a youth-run website and social media to reach out to at-risk and disconnected 'Engage mental health and medical professionals in youth and to provide information to prevent suicide, the community to advise and work with schools, dating violence,harassment clergy and town services •Work with the schools and community to provide 'Solicit community support,including financial prevention programs,such as the Child Assault support,for mental health services for youth and Prevention Program(CAPP),to younger children and families parents 7 5. Community Education and Changing the Culture a) Build awareness and ongoing discussion through parent and community education activities b) Work together to change the culture and climate in schools, at home, and in the community in ways that help reduce stress and build resiliency Schools Town Government Community •Encourage school leaders to make reducing stress a •Continue good work towards developing positive •Organize community forums and education programs priority in the school culture;engage teachers/staff relationships between youth and police,fire,and coordinated by Community Resources for Youth on library who are seen as a resource for youth at risk topics such as: •Improve the school climate and culture by identifying • open discussion on"what the community wants" ways to reduce competitiveness,shift the focus more •Increase visibility of Town services and efforts to on learning rather than grades,recognizing non- serve youth at risk • how to redefine success academic and collective accomplishments • societal,parental expectations and its effect on •Offer more non-competitive recreational sports and students •Reduce peer-to-peer competition through more activities • how to balance a high-achievement culture with collaborative learning projects and group grading stress on students •Publicize public events and forums as well as •Make substantial improvements in communication to resources and services available to youth • open dialog between parents and children/teens parents at the district and individual school level about stress about school programs to reduce stress and build •Create a Teen Youth Summer Internship for teens to • discuss possible solutions and actions resiliency including use of websites,social media volunteer to work with Youth Services staff and assist •Organize events such as Youth Summits that bring in planning of community forums together teens,parents,town,and community to •Facilitate school-home partnership by establishing address concerns of teens and stress guidelines for parents on communication with school 'Increase support for coaches and recreation staff in staff and providing workshops for staff on working their efforts to build positive relationships with at-risk •Initiate parenting workshops,a "Parent University", with families youth and relieve unhealthy stress in general among or book groups around stress and parenting topics teens •Encourage development of student-run supports for •Utilize the resources and expertise of local healthcare stress,e.g.peer groups,advice columns,clubs, 'Establish partnerships with businesses and and mental health professionals to work with schools, acknowledgment of student voices companies for shadowing,internships,and community,and youth groups mentoring •Hire teachers and staff to reflect the diversity of the •Encourage community youth programs,counseling student population in order to enhance opportunities programs,mental health professionals,faith-based for adult mentorship and guidance to students of youth groups to work together and coordinate different cultures,orientations,and backgrounds programs •Provide Professional Learning to help teachers and •Create a family-friendly environment in schools and staff understand the diverse backgrounds of students community,e.g.inter-generational activities, in order to help them support the social-emotional improved communication,translation services needs of students •Continue and expand community efforts focusing on the social-emotional and mental health needs of the diverse student population,e.g.Lexington Asian Mental Health Initiative 8 6. Reach out to find networking opportunities and other resources Schools Town Government Community •Reach out to and learn from other school districts •Hire a grant writer to solicit funding from SAMHSA, •Review accomplishments in other communities,e.g. grappling with the same issues Massachusetts Department of Public Health,CHNA15, Needham,Newton,Bedford,Winchester,in Foundation for Metrowest,and others. implementing programs to reduce stress and prevent •Review data and outcomes in school systems that suicide and violence have instituted programs or changes •Review efforts in other towns to learn how to best structure services,communication,and engagement • Engage businesses and companies to match students •Join a network of schools,collaborate or partner with with the community with mentors,shadowing opportunities universities or other community programs •Look into research programs and findings related to stress 7. Create a joint Follow-up Task Force with representatives from the schools, town, and community to monitor implementation of these recommendations and to make periodic reports on progress