School Crisis Recovery and Renewal

As of June 1, 2025, SCRR is no longer funded by the Substance Abuse and Mental Health Administration or a National Child Traumatic Stress Network Category II site. Learn more

Foundational Modules

WHAT?

SCRR Level Setting: Foundational Modules is a four-part asynchronous learning opportunity, based on a no-cost, virtual series that was offered for school leaders, educators, school site and district administration, community-based organizations, school mental health providers, student advocates, and anyone interested.  These modules serve as the basis for much of our work.

Modules include signature SCRR training by offering webinars on theory, frameworks, trauma-informed and healing-centered crisis models with paired coaching clinics to provide discussion, knowledge sharing, and reflection facilitated by experienced SCRR Field Coaches.  

Please note: these can be watched at any time, and in any order.

WHO ARE THESE FOR?

Anyone interested in gaining foundational language, frameworks, and practices related to school crisis recovery & renewal. From school leadership teams, local education agencies, and community-based organizations to mental health providers and responders, this series is a great starting point for our SCRR work. 

Modules include: (1) the webinar recording, (2) the slide deck, and (3) links to resources shared during the webinar. If you have questions or trouble accessing the resources, please contact scrr@cars-rp.org with the subject: SCRR Foundational Modules.

Recorded October 15, 2020

Description: During our orientation webinar we welcome you to our project, provided context for the school crisis readiness, response, recovery and renewal framework and SCRR’s vision for homing in on what constitutes a crisis, the concepts of recovery and renewal, and how this vision fits in the context of multiple pandemics (e.g. COVID-19, surfacing of racial violence and injustice, climate related trauama). It provides a base for the SCRR project and catalyzes following sessions.

Recorded October 22, 2020

Description: This session explores the 5Cs (Connection, Context, Coherence, Collaboration, & Consolidation) of trauma-informed clinical guidelines developed by national subject matter experts to support leaders in their challenging roles to effectively manage rapid decision-making, programmatic pivots, and relationships during a time of mass stress and trauma. Participants will learn and apply the following: 1) the four phases of a pandemic: specific leadership and psycho-social supports aligned to each phase; 2) two communication strategies and tools for supervising others in crisis contexts; and 3) one strategy to acknowledge collective grief and 2 strategies to facilitate complex and challenging conversations as school leaders.

Recorded November 5, 2020

Description: This module begins with an orientation to the theory and frameworks related to recovery generally and as applied to school crisis. Recovery can be fostered after physical safety has been established and focuses on the social and emotional climate of the school community. Participants explore Herman’s recovery (1992) and create connections with how the model’s components (safety, remembrance & mourning, and reconnection with ordinary life) can be adopted and adapted to support school crisis recovery.

Recorded November 12, 2020

Description: Drawing from the SCRR framework for Recovery phase, this session will focus on understanding the school community as an eco-system and implications for how we lead recovery from crisis so that participants may identify 1-3 practices to increase safety in the discreet parts of the school eco-system and how to implement them in their contexts.

Recorded December 3, 2020

Description: This module begins with an orientation to the theory and frameworks related to renewal generally and as applied to school crisis. Renewal focuses on structural changes and procedures, coordinating policy, processes, and practices that center regeneration and healing. Together, we explore meaning-making (Neimeyer, 2001), building and fostering resilience (Ungar, 2011), post-traumatic growth theory (Calhoun & Tedeschi, 2006), and organizational change after crisi and healing-centered school approaches. Drawing from the SCRR framework for the renewal phase, this session will focus on:

  • Understanding the practices to support the school crisis renewal phase, common definitions of post-traumatic growth and healing-centered schools and case examples
  • Learn the 5 domains of post-traumatic growth
  • Learn 1-2 individual and organizational practices to support school recovery and renewal.

Recorded December 10, 2020

Description: SCRR builds its programming based on the School Mental Health Crisis Leadership Lessons: Voices of Experience from Leaders in the Pacific Southwest Region (Pacific Southwest MHTTC, 2020). Through shared stories from school crisis leaders, seven elements emerged that are foundational to trauma-informed school crisis recovery: 1) Create structural witnessing; 2) Center significant relationships; 3) Foster healing-centered cultures; 4) Encourage individual and collective storytelling about the crisis; 5) Be Prepared to Sit in the Sticky Stuff Where there are More Questions than Answers; 6) Renewal Itself can Foster a Renewed Commitment to the Work and 7) Engage in Collective Reflection to Fuel and Inform Crisis Readiness. This webinar explores the seven elements and invites participants to identify 2-3 that they would like to further study and adopt to foster renewal in school communities, either now or in the future.

Recorded January 14, 2021

Description: School crises can be interrupters or the norm, depending on the school and its community context. Whether the crisis is acute, chronic, or complex, there are shared leadership practices, policies, and paradigm shifts that can support all stakeholders’ efforts to successfully navigate a crisis. In a crisis, school mental health leaders help a school community build a collective coping system; navigate overwhelming situations; and stay attuned to how various members will be activated by different events, experience shared events differently, and have varying response, recovery, and renewal needs. This session explores Complexity Leadership Theory (CLT) and how to foster trauma informed school crisis leadership.

Recorded January 21, 2021

Description: This session explores the 5C’s (Connection, Context, Coherence, Collaboration & Consolidation) of trauma-informed clinical guidelines developed by national subject matter experts to support educators and providers in their roles to understand and prioritize the psycho-social supports for students in different phases of readiness, response, recovery, and renewal.

Join us to:
1. Examine the four phases of a pandemic: specific psycho-social supports aligned to each phase;
2. Practice two communication strategies and tools for increasing predictability and safety in school communities;
3. Identify how to recognize student (and staff) behavioral adaptations to stress and grief; and
4. Learn two self-regulation and co-regulation strategies for supporting school communities in the crisis
response and early recovery phase.