The CDC recommends various strategies for
promoting school connectedness and reducing school violence.
Another recommendation from the ASD - ENA that was identified as critical to
promoting school connectedness was the need for a flexible and individually - tailored educational approach to programming and support for students on the spectrum.
The ASD - ENA identified a number of programming and support strategies from both student and other stakeholder perspectives that should be considered essential when working with students on the spectrum and may help
promote school connectedness.
Not exact matches
Many of the key recommendations resulting from the findings of the ASD - ENA can be used to
promote not only
school success but also a sense of
connectedness for this group of students.
Recommendations from the ASD - ENA have implications for practice and can enhance
school connectedness,
promote wellbeing, and support
school success for students on the spectrum.
Choosing
Schools «most unique contribution is to evaluate systems of
school choice in terms of how they could serve various public interests - namely, the degree to which a system of choice can
promote equity, student achievement, and social capital (or social
connectedness).
Creating a
school environment that
promotes connectedness and acceptance of diversity may really act to reduce some of the barriers to
school attendance.
EVERY
school needs to have plans and practices in place to
promote connectedness between all members of the
school community.
All these individuals need to hear consistently that addressing the social and emotional development of kids and
promoting connectedness in
schools is not a «nice - to - have» but has become an essential element in educating our children.
All these individuals need to hear consistently that addressing the social and emotional development of kids and
promoting connectedness in
schools is not a «nice - to - have» but has become an essential for the education of our citizenry.
Promoting or suppressing resilience to mental health outcomes in at risk young people: The role of parental and peer attachment and
school connectedness.