Policy Considerations

What Is This Section About?

Trauma Engaged Schools Knowing to Doing Video Library

What Can Leadership Do?

• A. Recruit a school board member to the leadership team who can serve as a liaison, bringing policy issues back to the school board or committee members for consideration.

  • coming soon!

• B. Reflect on where your school and district are with policy review, development, and support.

  • The Policy Reflection Questions give leadership some instruments to assess what tools, activities, and mindsets the district has in regards to trauma-informed policy implementation.

• C. Help the leadership team, school staff, and community understand how policies are developed, including school district policy, administrative guidance, school handbooks, and classroom policies.

  • Worksheet 3d: Policy Direction and Examples
  • Policy Definitions

• D. Identify key policies to propose to school boards for review, as well as processes for policy adoption and adaptation.

  • Checklist and questions for getting started.
  • Worksheet 3b: Policy Question Formulation Technique
  • Worksheet 3a: Policy Tracking Sheet
  • Policy Review Prompt Sheet – This document focuses on policy questions that leadership might want to consider with the goal of working toward a trauma-engaged mindset.

• E. Work with school staff to develop administrative guidance for classrooms and school-wide policies and practices.

  • School Board Policy versus Regulation: What’s the Difference?

What can school boards do?

• A. Prioritize practices that build safe and supportive school environments, including positive discipline and restorative policies. Establish school discipline policies that balance an understanding of trauma with consistent rules and consequences that model non-violent communication.

  • School suspensions don’t work–It’s time for something better
  • Policy Examples
  • The School Leader’s Guide to Restorative School Discipline

• B. Dedicate appropriate resources to support policy and procedure changes.

  • Establish a policy committee
  • Trauma-Informed Philanthropy – This resource is designed for philanthropic organizations, but can provide a useful framework for those working with funding, budgets, or boards. Source: Elizabeth Prewitt, policy analyst, ACEs Connection (original article).
  • Article on funding through The Every Student Succeeds Act that aligns with Transforming Schools

• C. Schedule inclusive policy and procedure review through a culturally responsive and trauma-engaged lens. Incorporate a range of community perspectives.

  • Policy Tracking Sheet
    This worksheet is designed to track policies that may be recommended to school boards for review.

• D. Establish a policy committee that follows a standard process of seeking broad input from the community and staff prior to policy development. Ensure a link to the leadership team.

  • Policy committee guidelines and design
  • Include designated youth positions on boards – This AASB publication helps boards find meaningful ways to engage students and prepare them for policy, board procedures, and testimony.

• E. Post policies and procedures to ensure broad understanding.

  • Coming soon!

What can school staff do?

• A. Work with leadership to develop administrative guidance and support specific ways to carry out the policy within the district.

  • Coming soon!

• B. Update school handbook and classroom policies to align with district policies and administrative guidance.

  • Washington State Office of Public Instruction
  • Montana Handbook
  • Hoonah School District Handbook

• C. Establish feedback loops for leadership teams and school boards to determine how new policies are impacting students, families, and school staff.

  • Policy Tracking Sheet
    This worksheet is designed to track policies that may be recommended to school boards for review. This can also be used to track which policies the board has already slated to review so that leadership teams can provide input.

What Can Students and Families Do?

• A. Provide insight into how existing policies and procedures are working in the school.

  Why youth voice in policy decisions is important and the impact it can have on the effectiveness of our decisions:

  • Youth + Social Change through Youth Policy-Makers
  • Youth + Social Change through Youth as Decision-Makers

  This resource provides 17 different ways to help your student review classroom procedure and policy, so that their input is focused and applicable to how policies are implemented:

  • 17 Different Ways to Review Classroom Procedures

  Board meeting testimony guide that can help students think thorough which issues most matter to them:

  • School Board Testifying Guide

• B. Suggest areas of policy or procedures for the committee to consider.

  • How to Change School Policy Toolkit
  • Chapter 6 of “Enhancing Student Achievement” by Charlotte Danielson gives guidance on how to make policy decisions with youth as partners, and which decisions and structures need to be put in place for students to be real partners in policy development.

• C. Participate on policy committees in an advisory capacity.

  • This AASB publication, Youth on Boards – Why Youth Leaders Matter, helps boards find meaningful ways to engage students and prepare them for policy, board procedures, and testimony. Use this resources to ensure that students get the support they need to be successful, particularly as they engage with policy and policy implementation.
  • The Trauma Informed & Culturally Responsive School District Policies provides overview of trauma-engaged policies for districts to consider. Recommendations are available online for many districts.
  • Directory of State Laws Affecting Students on School Boards – Overview of state law on how students can participate on boards in Alaska, and how their voices may be incorporated in final decisions.
  • Youth + Social Change through Youth Action Councils – Resources and structures for students to create youth action councils, or to infuse into student government, so that as much youth voice and experience as possible is brought to boards, especially when it comes to policy.

• D. Attend public meetings for policy review.

  • School Board Testimony Guide
  • Youth/Adult Partnerships – Best practices for empowering youth and adult partnerships. To get the most out of youth participation in policy review and testimony, students need support and practice before public meetings, and before testimony. School adults and parents, as well as board members can be part of the student preparation process.

• E. Ensure that the board has student representation.

  • Youth on Boards – Why Youth Leaders Matter
    This AASB publication helps boards find meaningful ways to engage students and prepare them for policy, board procedures, and testimony. Use the checklists provided to help students and boards get ready for working together and creating the supports students need to have their voice heard and included in decisions.

Other Resources

Milestone Guide