Students at The Anderson School have a variety of social and emotional needs. Positive staff and peer relationships are important for each student. The faculty facilitates positive interactions throughout our school community. Students are encouraged to identify trusted adults in the building that they can turn to when they need to process stress or anxiety. Staff are trained in trauma-informed practices, QBS de-escalation practices and Restorative Practices to assist students in developing coping skills for dealing with school work and social interactions. Perhaps most important is the confidence each student gains as they realize they can internalize self-control in a way that promotes success rather than failure.
Trauma Informed School
The Anderson School understands that it needs to be prepared to recognize and respond to those who have been impacted by traumatic stress. The staff are trained to create an environment with clear expectations for everyone, open communication, and sensitivity to the feelings and emotions of others. The goal is to provide tools to cope with stressful situations and create an underlying culture of respect and support.
Social and Emotional Learning
Almost daily, full time Anderson students meet with their case manager to reflect on their ABLE data, have restorative sessions, and learn social skills with other students. Research-based practices are utilized to instruct students on positive self- regulation skills and relationship building.
Individual or Group Counseling
The Anderson School staff recognizes the need for students to have support when frustrations develop during daily school routines. Counseling is available with the school counselor and licensed clinical social worker. Group counseling is provided a minimum of one time per week by a licensed professional. Individual counseling is provided when indicated by the IEP and as determined a need by the team.
There is a Behavior Analyst on site weekly to consult with staff regarding student behaviors and social skills. The Behavior Analyst provides meaningful feedback to staff, conducts Functional Behavior Assessments, teaches social skills lessons, and provides observations of students to create effective Positive Behavior Support Plans.
The Anderson School staff will hold a team evaluation when threats are made to safety of self or others.
Students are provided with the opportunity to engage in Restorative Practices. Restorative Practices allows the student to begin to take ownership for their own behaviors and shows them how their behaviors influence them and others around them. All staff has been trained to effectively implement Restorative Practices. “The fundamental premise of restorative practices is that people are happier, more cooperative and productive, and more likely to make positive changes when those in authority do things with them, rather than to them or for them.” www.iirp.edu