Day Two

Barbershop Talks: Engaging Cultural Practices to Support Black Boys’ Engagement, Belonging, and Success - Dr. Jarrod Druery - Room 230

Barbershops have been a mainstay within the Black community for well over a century. Historically, barbershops have served as an affirming place for Black boys and men to be in community with one another while engaging in dialogue, learning, and debate. The concept of the barbershop has been adopted within education and community environments to support dialogue, interventions, and success among Black boys and men. Thus, this session will explore relevant literature and original research focused on (re)creating places that center Black boys and embody aspects of barbershops. Further, this session will explore ways to engage and support Black boys in nuanced ways. Lastly, the session will explore the implications and benefits of (re)creating places that resemble barbershops and utilize cultural practices for Black boys in schools.

Wired for Connection: The Neuroscience Behind Student Belonging and Actionable Strategies for Schools - Dr. Suzie White - Room 240 

Feeling connected to teachers, peers, and parents is one of the strongest predictors of a student’s well-being and success. This session explores the science of connection, drawing from neuroscience, psychology, and education research, and examines its impact on student belonging, well-being, and academic achievement. We will look at research-based practices schools can use to strengthen student connections with teachers and peers, creating school environments where every student feels seen, supported, and valued.

Care and Social-Emotional Well-Being: Level up Your Leadership Practices - Dr. Kate Kennedy- Room 230

Care. Love. Social-emotional well-being. It's what drives so many dedicated staff to be educators and leaders. And yet, how consistent and intentional are you with your caring leadership practices? What is the current research on care, and how can you apply it in your district or school? In this session, leading care expert Dr. Kate Kennedy will present a research-based workshop on caring leadership practices. Come ready to engage with a learning community on what it means to care for all students in your district or school, and leave with practical strategies for putting a caring ethos into practice in the coming school year.

Understanding ACEs (Adverse Childhood Experiences), Trauma and Promoting Resilience in Schools - Dr. Kevin Jamison and Dr. Robert Shapiro - Room 240

Childhood trauma can have profound and lifelong effects on brain development, physical and mental health, scholastic achievement, and social behaviors. Adverse Childhood Experiences (ACEs) are potentially traumatic events that can have significant and lasting negative effects on a child's brain development, health, and well-being. However, research highlights the potential for schools to play a crucial role in mitigating the impact of ACEs and fostering resilience in students. Resilience refers to the ability to cope with adversity and bounce back from challenges.

This session aims to equip participants with a deeper understanding of ACEs and their implications for students in the school setting and will explore the biologic mechanisms and impact of trauma, how trauma can manifest in the classroom, and how student outcomes can be improved with staff training and systems change to create a trauma-informed school environment. The session will explore principles of trauma-informed practices, strategies, and tools for promoting resilience as part of a multi-tiered system of support. In addition, time will be devoted to highlight tools and resources focused on establishing a shared vision for trauma-sensitive schools and address the importance of a focus on employee wellness.

The ultimate goal of this training is to empower school principals to explore tools that will aid in implementing effective trauma-informed and resilience-building practices within their schools, thereby adding to a repertoire of strategies aimed at promoting a positive school climate that supports the social, emotional, and academic success of all students, particularly those who have experienced ACEs.