5 Principles for Implementing Strengths-Based Interventions in Schools in the Wake of Covid
The devastating impact of COVID on our lives is undeniable. And outside of healthcare, schools have been hit as hard as anyone. Research shows the negative effects that Covid has had on both our children and on our educators and school employees.
Luckily, even more research suggests that strengths-based interventions can help meet the challenges of the moment. But to create significant lasting change, a systems approach is essential. As schools struggle with mask mandates, vaccination rates, and other challenges, Social and Emotional Learning (SEL) interventions are more critical than ever.
In this article, we’ll outline the five critical principles for successful implementation These ideas are excerpted from a chapter co-authored by Mayerson Academy CEO Jillian Coppley, Ed.D., and VIA Institute on Character Education Director Ryan M. Niemiec, Psy.D., in the Palgrave Handbook of Positive Education, available as an open resource.
Table of Contents
What is the impact of Covid on Schools?
Can strengths-based SEL help schools in the wake of Covid?
What’s the best way to implement strengths-based interventions?
The Systemic Approach to Implementing Strengths-Based SEL
Building Capacity from the Inside
What is the impact of Covid on Schools?
Covid has increased many negative factors in US schools. Emerging data tell the story of this impact.
- The CDC reported that from March to October 2020, mental health-related ER visits increased 24% in children aged 5-11 and 31% in teens aged 12-17.
- A national survey conducted by America’s Promise Alliance found that one-third of the respondents reported feeling depressed.
- K-12 employee satisfaction with employers plummeted: “Overall, K-12 employees’ general satisfaction with their employers sank to 44% in October from 69% in March 2020. . . Of the roughly 3.5 million full- and part-time public school teachers, more than one-third, or 38%, said that working during the pandemic has made them consider changing jobs.”
Can strengths-based SEL help schools in the wake of Covid?
Fortunately, research-based interventions can help ameliorate these extraordinary challenges. After working with more than 130 schools, we know that it is possible to create school cultures where everyone thrives.
Using a strengths-based approach grounded in character science to address SEL, Mayerson Academy has helped transform school cultures and deliver increased student motivation, engagement, learning, and performance. Research shows the positive impact of strength-based interventions on student well-being.
What’s the best way to implement strengths-based interventions?
Schools want to see positive change for their communities. However, a history of failed “reforms” shows how challenging change can be. A systems-based implementation plan is critical to ensuring the success of strengths-based interventions. According to Coppley and Niemiec:
“[P]ractice-based evidence suggests that the success and sustainability of the implementations is equally indebted to the recognition that the intervention requires a systems approach to change. The case of designing character strengths interventions through a systems approach represents a unique and powerful opportunity.”
The Systemic Approach to Implementing Strengths-Based SEL
A systemic approach to implementing strengths-based SEL includes five principles.
Inviting Participation
A systems-based approach begins with inviting participation, and it stands in sharp contrast to setting up mandates and edicts. In practice, this might look like offering a workshop that would allow stake-holders to opt in. Giving individuals the freedom to choose to be a part of the change increases the chances of success.
According to Whitfield School’s Director of Health and Wellness Ginny Fendell,
“With new faculty or new parents, we don’t impose, instead we take a conversational approach. Using the shared language of the character strengths, we discuss the new families’ unique strengths as a unit and how they might contribute to our community. It isn’t onboarding, it is inboarding, inviting them into the community to share what they have to offer.”
Answering Why First
Although groups may be tempted to jump into how they are going to implement strengths-based intervention, it’s best to answer the question of why first. In exploring the why, participants share their passions and generate engagement and ownership. Logistically, allocate time at the beginning of your process to explore the why. Allow dialogue that encourages participants to tap into the passion that brought them to the table in the first place.
J.P. Parker School’s Pamela Knox notes,
“The character strengths empowered learners to bring out the empathy, patience and compassion they already had.”
Building Capacity from the Inside
Change requires a lot of work and it makes sense to ask for outside help. But lasting improvement means building capacity from the inside. Lean into internal leadership, knowledge, and shifting mental models to truly support the changes.
Creating Connections
Sustained change doesn’t come from simply applying the new practices to the surface like a band-aid. Instead, embedding the intervention into the current system allows for increased sustainability and human connection.
As Coppley and Niemiec write,
“Opportunities for integration appear in nearly every aspect of classroom processes, including curricular instruction, community building, communication, assessment, and family and community connections, with similar opportunities at the school level.”
As J. P. Parker’s, Principal Kimberly Mack noted:
“Parents know the language. They are more tolerant with staff at school and the teacher-parent relationship is stronger. It is not as defensive. It is more respectful and more trusting.”
Learning Continuously
The final principle of effective implementation is learning continuously. The beginning of the process is, as its name indicates, just the beginning.
Once you’ve started implementing a system-wide initiative, such as Mayerson Academy’s Thriving Learning Communities, continue to expand adult understanding through workshops, reflection, and other professional learning practices that build a strong and supportive learning community.
Wellston’s Principal Cupp endorses this concept.
“We not only want to recognize and activate strengths in our students but in our staff as well. We are learning by doing and this paves the way to communicate and work better together.”
Conclusion
These are truly extraordinary times for our schools, but character strengths and SEL provide the tools to help. For more information on how to effectively implement sustainable strengths-based interventions that stick, check out the full chapter here.
Already convinced that a strength-based SEL initiative can help your school? Click here to find out more about how Mayerson Academy’s research-based approaches can help you recover from the impact of COVID and regain staff and student engagement, learning, and performance.
