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POSTPONED PLEASE CHECK BACK FOR RESCHEDULE DATE

Princeton, NJ: June 25-27, 2020

(Registration is limited to 45 participants)

Participant Profile: Heads of School, Senior Leaders, Counselors, Teachers

Why:

Schools are struggling to meet the social, emotional, and physical needs of their students. Increased anxiety, higher levels of depression, the continual rise of self-harm, suicidal ideation, and harmful sexual behaviors online and in person are some of the stories being shared across the international school community.  Child protection standards are now a part of all our accreditation responsibilities and have always been part of our duty of care.


Prevalence: 

Conflicts are inevitable. Peer to peer harm is a reality and accounts for one third of all incidents of childhood sexual abuse.  Even the most mission-aligned schools will find their climate impacted by peer conflict and abuse. When concerns are not responded to appropriately, the result can be an environment where abuse is fostered, victims are silenced and those who harm are emboldened. 

Schools that foster a culture of social-emotional learning and abuse prevention through activation of student voice, staff training, and student prevention education can respond more quickly to concerns, prevent escalation, and positively impact the lifelong wellness of students and their susceptibility to future harm.


We are leading an effort to create a culture of dignity in the international school community where social and emotional learning and the safety of our students is a practice based on community-owned principles and shared values. 


The Invitation:

Please join AAIE, Cultures of Dignity, and ICMEC for an interactive training that challenges school leaders to rethink how we articulate and act on a principles-based practice. Principles transform our values into behaviors; especially in moments of conflict. This is the foundation of our duty of care and impacts everything a school does from academic expectations, social and emotional learning programs, integration of student voice, to disciplinary decisions and response to harm.

Questions: 

  • How do principles and essential agreements guide a school's programs related to orientation, leadership, academic engagement, and willingness of staff and students to report harm?
  • How do we create a system where a school's principles can guide programs and moments of significant change/crisis in the school community?
  • How do we create staff, student, parent and governance understanding and give them a voice to contribute to building a culture of dignity and an ethos of protection?

Answers:

  • We work together to create and scaffold meaningful applicable principles for a school based on a culture of dignity and a shared understanding of harm
  • We develop protocols and tactics (including vicarious trauma) to support student life programs and any program where we are taking care of people within our community (staff, parents, faculty, administration, students)
  • We connect student life programs to our students' academic requirements
  • We strive to understand youth culture and social media and its impact on school culture
  • We develop response strategies based on these principles and tactics
  • We seek to incorporate young peoples' voices while recognizing the complexities of the student make up and turnover in our international school communities
  • We leverage and empower the larger community around us so we create a foundation to best safeguard our children's physical and emotional wellbeing and safety.

Our Goals With You:

This three-day workshop will engage your thinking toward building future aims for your school and community with the following key objectives:

  • A Smart International School Community:  Bringing into being a smart community/international school where time and resources are organized to support productivity, safety and quality of life for young people and adults across the community. 
  • Connecting Care with Cognitive Growth:  Modeled by adults, effective SEL skills build strong relationships between educators and students and increases young people's cognitive skills.
  • Mentoring and the Future:  The quality and stability of a young person's relationships form the foundation for later developmental outcomes– self-confidence, sound mental health, motivation, vulnerability to abuse, problem-solving skills and taking responsibility.
  • To Belong: Understanding how student belonging impacts growth and achievement and reduces isolation in a cyber-connected world.
  • Peer-to-Peer: The quality and importance of peer relationships impact on motivation and academic performance and the resulting subcultures of young people with common goals, mutual support and team accomplishment.
  • Secret Lives–What We Don't Get: A reality check on the secret lives of adolescents, and the best research and concrete skills to build a strong and supportive school culture of dignity.
  • Empowering All Ages: Review the role that student voice, honoring and empowering youth who must help with building a school culture of dignity.
  • Cultural Complexity: Planning for the messy but essential work of building adult and student-to-student support mechanisms and agreements across an international and culturally complex school community. 
  • Students Safer from Abuse and Exploitation: Define and develop deep understanding of essential knowledge to prevent and respond to child abuse or exploitation when it does occur, either online and in person. 
  • Prevention Strategies: Delve deeply into features of peer abuse, how school climate and situational risks influence bullying and abuse, effective messaging for student prevention education, risk assessment including environmental audits, and how to work with the school community to prevent harm.  
  • Trauma Informed Response to Abuse: Understanding the limits of student disclosure, responding to sexting, evaluating harmful sexual behavior, and embedding mandatory reporting requirements and option.
  • A Culture of Dignity: Focus on building a culture of dignity that engages an active community, young and adult, that through awareness and knowledge building creates and implements shared values, expectations and agreements that guide youth to be happy, healthy, safe, productive and responsible.

 

Princeton, NJ: June 25-27, 2020

(Registration is limited to 45 participants)

Participant Profile: Heads of School, Senior Leaders, Counselors, Teachers

REGISTER FOR PRINCETON