School Administrators’ Guide
Printed Manual. Integrating solution-focused discipline, trauma-informed practices, and data-driven systemic change to build equitable learning communities in which all students can excel socially, emotionally, and academically.
Edited by Jody McVittie, MD, and Stacy Lappin, MEd
Currently out of stock.
Please contact us if you would like to be notified when the School Administrators’ Guide is available again (estimated availability is May 2023).
Self-Regulation Tool Cards
BELONG Partners has created this set of tool cards to help you, your students, and families practice self-regulation skills. We like to print these cards, hole-punch the top corner of each one, and put them on a ring.
There are many ways to use them! One local school printed the 8 cards that have the most helpful age-appropriate activities for kindergartners, modeled the activities for the kids at a kindergarten readiness session, and then sent copies of the cards home with the parents. Those kindergartners will come to school already knowing some very valuable self-regulation skills!
We make these cards available as a free resource to our community!
Enter your name and email to receive a downloadable PDF of the full set of 60 activity cards (plus blanks to write in your own ideas). You’ll also receive our monthly newsletters and other occasional emails. You can unsubscribe at any time.
Building Classroom: Positive Discipline, Classroom Meetings, and Self-Regulation
Inspired by the work of Jane Nelsen, Lynn Lott and Stephen Glenn, authors of Positive Discipline in the Classroom.
- Become familiar with the structure of a Positive Discipline classroom meeting.
- Observe students problem-solving effectively in a classroom meeting.
- Learn how regular classroom meetings dramatically improve a school environment.
- Understand the importance of teaching self-regulation skills to support class meetings.
Building Resiliency: Engaging Students Exposed to Trauma
- How trauma and insecure attachment impact growing brains.
- How to structure a classroom to benefit students exposed to trauma, and other students as well.
- How to use strengths-based plans and strategies to foster resilience and learning for students exposed to trauma.