The purpose of the BPS Department of Social-Emotional and Wellness Supports is:
To provide BPS students and their families with social, emotional, behavioral, physical, and reproductive health services and education. The focus of the department is on understanding and supporting each child holistically. As a department of dedicated staff, we use the comprehensive Centers for Disease Control’s Whole School, Whole Community, Whole Child (WSCC) model to drive our work. The four main areas of student support housed under the department are: Safe and Supportive Schools – which includes education for staff, students, and parents on Trauma Informed Care, Restorative Practices, effective classroom management, PBIS/MTSS-B, and a multitude of other initiatives that support the social, emotional, and behavioral needs of BPS students; Comprehensive School Health Services – which provides high quality health care to students through each schools’ nursing office; Adolescent Reproductive Health – which includes the District’s Condom Availability Program, Sexually Transmitted Infection Program, sexual health education services, and Project ACT (assisting pregnant and care-giving teens) which provides case management services to pregnant and parenting teens along with their caregivers; and Wellness – which includes the District Wellness Policy, the WSCC Advisory Board and subcommittees, the school-based Whole Child Tier 1 Teams, nutrition, physical activity, and the Get Fit, Get Healthy Buffalo! initiative.
The Department of Social-Emotional and Wellness Supports is committed to providing the students, families, and staff of Buffalo Public Schools with the information, resources, and support necessary to ensure that all students reach their social, health-related, and academic goals through targeted professional development, coaching, program design and implementation, and case management that is based on data and is action oriented. We engage in this work to position every student for success by creating opportunities for growth that are equitable and respectful of the whole child.
Whole School, Whole Community, Whole Child (WSCC)
A Whole School, Whole Community, Whole Child (WSCC): A Collaborative Approach to Learning and Health consists of ten interactive components. Schools by themselves cannot, and should not be expected to, address the nation’s most serious health and social problems. Health and well-being have, for too long, been put into silos - separated both logistically and philosophically from education and learning. Health and Education affect individuals, society, and the economy and, as such, must work together whenever possible. Schools are the perfrect setting for this collaboration. No matter how well teachers are prepared to teach, no matter what accountability measures are put in place, no matter what governing stuctures are established for schools, educational progress will be profoundly limited if students are not motivated and able to learn (ASCD, 2014). Families, health care workers, the media, religious organizations, and young people themselves also must be systematically involved. However, schools could provide a critical facility in which many agencies might work together to maintain the well-being of all young people. Healthier students are better learners.
The WSCC Approach responds to the call for greater alignment, integration, and collaboration between health and education to improve each child's cognitive, physical, social and emotional development. The ten interactive components of the WSCC Approach are:
- Health Education
- Physical Education & Physical Activity
- Nutrition Environment & Services
- Health Services
- Counseling, Psychological and Social Services
- Social & Emotional Climate
- Physical Environment
- Employee Wellness
- Family Engagement
- Community Involvement