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

SCRR’s Fall 2023 Network of Practice

SCRR’s Fall 2023 Network of Practice

Voices from the Field: School Crisis Recovery & Renewal with Youth, for Youth, by Youth

November 16, 2023

12:00 p.m. – 1:30 p.m. PT / 2:00 p.m. – 3:30 p.m. CT / 3:00 p.m. – 4:30 p.m. ET

(convert to your time zone)

A no-cost, virtual opportunity!

Register Here

Student voice and crisis leadership is a foundational and often missing element in how we define crisis recovery work. Partnering with students to center their voices ensures safety (empowering and restoring a sense of control) & reconnection (re-orienting purpose with what matters).  

As school leaders, it is imperative to listen and learn from and with young people to gain a deeper understanding of how adults and systems can create the cultures and conditions that center recovery and renewal.

This fall, join Us and your SCRR network on November 16th, 2023 for peer sharing, reflection, and teach-ins from SCRR educators and blog authors on school crisis recovery and renewal with youth, for youth, and by youth.

Session Materials

Our Time Together

  • Welcome & Grounding: ​​12:00pm-12:20pm PT // 3:00 pm – 3:20 pm ET
  • Integration & Closing 1:05pm -1:30 pm PT// 4:05 pm – 4:30 pm ET

Who is this for?

Anyone who is interested what school crisis recovery and renewal can mean, feel, and look like (with this Fall NoP specifically focusing on youth voice):

  • Participants of any SCRR programming (coaching, consulting, communities of practice, Summer or Winter Institutes, workshops)
  • Researchers, scholars, or academia who are interested in learning from practitioners
  • Educators, school based mental health professionals, clinicians, youth advocates, family and caregivers, and school community members who have gone through big things (e.g., however you define “crisis”)
  • Those involved in the crisis readiness and response continuum
  • Anyone providing support to school systems and behavioral health systems (e.g., technical assistance organizations or entities)

Faculty

Brittany R. Collins (she/her)

is an author, educator, and curriculum designer dedicated to supporting teachers’ and students’ social and emotional well-being, especially in times of adversity. Her work explores the impacts of grief, loss, and trauma in the school system, as well as how innovative pedagogies– from inquiry-based, idea-centered learning to identity development curricula– can create conditions supportive of all learners. Brittany is the author of Learning from Loss: A Trauma-Informed Approach to Supporting Grieving Students (Heinemann 2021). Her articles have appeared in such outlets as The Washington Post, Education Week, Edutopia, We Need Diverse Books, English Journal, and Literacy & NCTE of the National Council of Teachers of English, Inside Higher Ed, Brevity blog, Dana Farber Cancer Institute, and Thrive Global, among other outlets. Brittany has designed and delivered curricula and educational programming for students of all ages through PBS Learning Media; Smith College; Boston University; Race Project Kansas City; Write the World; and the Harvard Graduate School of Education. Learn more about her work at www.griefresponsiveteaching.com or @brcollins27 on Twitter.

Dr. Jeff Sapp (he/him) Sino Donato (he/him) and Helena Donato-Sapp (she/her)

Jeff Sapp has been an educator, writer, and activist for the last 43 years.  He has taught 4th-grade, middle school math and science, high school math, and is now a professor of education at California State University Dominguez Hills in Carson, CA.  Jeff has consulted on and written curriculum for Academy Award-winning documentaries and Emmy Award-winning films.  He is the author of numerous books and peer-reviewed journals and even an award-winning children’s book.  He has been awarded for his research and writing, teaching, and activism.  He lives in Long Beach, CA with his husband and daughter.

Erwin “Sino” Donato has a bachelor’s and master’s degree in Negotiation, Conflict Resolution, and Peace-Building and is a school and community activist.  He has engaged with his daughter’s school in every way that a parent can – from room parent to diversity-and-equity committee work and was the President of the school’s PTA.  Along with his husband and daughter, they won The Generations Award from The National Institutes for Historically-Underserved Students.  The Generations Award recognizes multiple generations of the same family for their brave and selfless commitment to social justice, equity, and inclusion for all people.

Helena Donato-Sapp is a 14-year-old youth activist and scholar.  She has published academic chapters in scholarly books, peer-reviewed journal articles, and magazine pieces on the topics of Disability Justice, Black girlhood, feminism, bullying, and decolonizing school curriculum.  She is a sought-after keynote speaker and most recently keynoted for 9,000 educational leaders at the National Education Association, the nation’s largest labor union.  She has won numerous awards for her activism, most recently receiving the Judy Heumann-Elijah Armstrong Award for her advocacy to improve access in schooling for children with learning disabilities.

Dr. Meagan Corrado (she/hers)

Meagan Corrado is a Doctor of Social Work and a Licensed Clinical Social Worker. As the owner and founder of Storiez Trauma Narratives, she has authored 9 books and trained over 6,000 clinicians, community leaders, and trauma survivors across 20 innovative training programs.

Dr. Meagan earned her DSW from the University of Pennsylvania in 2016, her Masters of Social Services from Bryn Mawr College in 2009, and her Bachelor’s of Social Work from Cairn University in 2008. She has instructed graduate-level social work students at West Chester University, Bryn Mawr College, and the University of Pennsylvania.

More recently, Dr. Meagan has supported systems in implementing trauma-informed practices. She has worked collaboratively with the City of Philadelphia’s Office of Homeless Services, the Philadelphia Police Department, and the American Institutes for Research.

Dr. Noor Jones-Bey (she/hers)

Dr. Noor Jones-Bey is a transdisciplinary educator, researcher and artist from the Bay Area, CA. She currently lives in Brooklyn, NY, where she is pursuing a Ph.D. in Urban Education at the Steinhardt School and holds fellowships from the Ford Foundation and the Urban Doctoral Research Initiative at New York University. Jones-Bey is program director of EXCEL at NYU, a critical literacy and college access program for youth in the South Bronx housed at the Metropolitan Center for Research on Equity and the Transformation of Schools. 

Oriana Ides (she/her), MA, LPCCI, PPS

SCRR Field Coach

Oriana Ides is the School Mental Health Training Specialist at CARS, who approaches healing the wounds of trauma and oppression as core elements of social justice.  She has worked with young people across life course from elementary school to college, and has served as teacher-leader, school counselor, classroom educator and program director.  She is committed to generating equity within school structures and policies by focusing on evidence-based mental health techniques and institutional design. Her work to forge a more just world is motivated by and dedicated to Amilca Ysabel Mouton Fuentes.

Frequently Asked Questions

  • Is this program eligible for Continuing Education Hours (CEH)? No
  • Will this offering be recorded? No
  • Who can I contact if I have additional questions? Email us at scrr [at] cars-rp.org with “SCRR Fall 2023 Network of Practice” in the subject line.
  • Accessibility: This event will feature automated captions / live transcripts provided by Zoom.

Quotes from Winter 2023 Network of Practice participants

“As a participant/presenter, I was deeply grateful… for being in dialogue in our different professional and personal lenses.”

“The presenter I went to was incredible and had a lot of story telling and tid bits of empowering language I can bring back to my community.”

“[The conversation in the peer presentation I attended} was very enlightening and thought provoking. I appreciate the insights they offered.”