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Student Well-Being
Create an environment that fosters the growth of the whole child. APS will nurture all students’ intellectual, physical, mental, and social-emotional growth in healthy, safe, and supportive learning environments.
Description
- Our learning environment is physically and emotionally safe for students and adults
- Prevention and intervention services for physical, mental, behavioral, and social-emotional health
- Engagement in healthy practices that can be continued throughout life
Performance Objectives
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- Disproportionally in suspension rates by race/ethnicity, students identified with a disability, and English Learners will be annually reduced and overall suspensions will not increase. (PO-SWB-1)
- By 2024, at least 80% of students with disabilities will spend 80% or more of their school day in a general education setting. (PO-SWB-2)
- Key findings on the Your Voice Matters survey will show improvements in student social, emotional, and mental Health. (PO-SWB-3)
Strategies
- Integrate culturally relevant concepts and practices into all levels of school interactions. (S-SWB-1)
- Establish and promote a culture of physical, social, emotional, and mental health wellness. (S-SWB-2)
- Implement an evidence-based curriculum that focuses on students’ physical, social, emotional, and mental health needs. (S-SWB-3)
- Ensure all students can identify at least one school-based adult who supports and encourages their academic and personal growth. (S-SWB-4)
- Establish systematic, proactive, and positive strategies, interventions, and Restorative Justice practices that support student learning and well-being in all areas involving student conduct. (S-SWB-5)
- Increase co-taught sections of courses and classes to support the inclusion of students. (S-SWB-6)
Desired Outcomes
- Students feel supported by the adults in their school and trust the adults to assist them on their successful educational journey. (O-SWB-1)
- Suspensions disproportionality for high-risk populations are reduced. (O-SWB-2)
- Overall suspensions do not rise. (O-SWB-3)
- Increase the general education LRE percentage to reflect students with disabilities participation in general education. (O-SWB-4)
- Students learn health and wellness practices and have opportunities necessary to develop lifelong healthy habits, including opportunities for physical activity and healthy food choices. (O-SWB-5)
- Students are mentally healthy. (O-SWB-6)
- Students are socially healthy. (O-SWB-7)
- Students and parents report that learning environments are safe and conducive to learning. (O-SWB-8)
- Students feel valued and respected. (O-SWB-9)
- Students understand and work with people from different cultural and language backgrounds. (O-SWB-10)
- Students make personal connections to the curriculum and materials. (O-SWB-11)
Additional Data
- Student Perspectives on Health and Well-Being – Results for student perception of safety, health, support, engagement, and voice. (Your Voice Matters Survey)
- Healthy Behaviors – Results for health-related behaviors that contribute to the leading causes of death and disability among youth and adults such as violence, STDs, alcohol and other drug use, tobacco use, unhealthy dietary behaviors, and inadequate physical activity. (Youth Risk Behavior Survey – Arlington County)
- Special Education – Results for Special Education students including graduation, dropouts, assessments, suspension/expulsion, least restrictive environment, and parental involvement. (VDOE Special Education Performance Report)
- School Climate – Results for student safety. (Safe Schools Information Resource)