2026 School Safety Training Forum

As the digital landscape evolves, so must our framework for youth suicide prevention. This session provides a research-based foundation grounded within an Multi-Tiered System of Support (MTSS) for comprehensive school safety and well-being. Specifically, participants will be guided through a full continuum of suicide prevention: prevention, intervention, risk assessment, and postvention as it exists within a digital world. Moving beyond traditional risk screening and assessment interviews, this session will demonstrate how multi-disciplinary school teams can identify and interpret the "digital footprint" of a student at risk. This proactive approach equips educators and mental health professionals with key considerations for utilizing multi-source data to identify mental health needs and evaluate risk in the digital sphere. Participants will gain practical strategies and learn of tools to intervene before, during, and after life-threatening behaviors occur and foster a culture of safety, connectedness, and hope in a digital world.

As educators and safe, caring adults in schools, we make so many decisions within a day. For equity-centered trauma informed practices to be universal and noncomplex, we apply Alex Shevrin Venet’s four proactive priorities in our interactions and relationships with students and adults, pedagogy and academics, and systems, policy, and school wide practices. Answering these four questions: Is it predictable?, Is it flexible?, Does it foster empowerment? And Does it foster connection? will help all educators and safe, caring adults in schools be proactive and improve how schools are designed to provide safe and supportive environments.

Drawing from neuroscience, sport psychology, and real-world implementation in schools and high-performance environments, participants will learn actionable frameworks for integrating mental fitness into daily school routines — not as an “add-on program," but as a core safety and student success competency. Participants will leave with an understanding of how mental fitness reduces escalation, impulsivity, and conflict, and how SROs can play a pivotal role in guiding students through the process.

What makes a school a place students want to be—not just a place they are required to attend? In this interactive workshop, educators and leaders will explore how to design middle and high school environments and culture where safety, belonging, and engagement are inseparable—and where students build the resilience and pro-social skills needed to thrive in school and beyond. Grounded in the work of William Glasser and his five basic human needs—survival, love and belonging, power, freedom, and fun—this session reframes classroom and school culture through a trauma-informed, learner-centered lens. Participants will examine how unmet needs often surface as disengagement or behavior challenges, and how intentional design can transform those moments into opportunities for connection, regulation, and growth. Participants will explore designs for learning that positively engage learners within the full school environment and through supportive relationship strategies in every learning space before, during, and after school. Participants will leave with strategies and practices they can immediately implement to make a difference in the lives of all young people, but especially those who do not want to be in school.

As the digital landscape evolves, so must our framework for youth suicide prevention. This session provides a research-based foundation grounded within an Multi-Tiered System of Support (MTSS) for comprehensive school safety and well-being. Specifically, participants will be guided through a full continuum of suicide prevention: prevention, intervention, risk assessment, and postvention as it exists within a digital world. Moving beyond traditional risk screening and assessment interviews, this session will demonstrate how multi-disciplinary school teams can identify and interpret the "digital footprint" of a student at risk. This proactive approach equips educators and mental health professionals with key considerations for utilizing multi-source data to identify mental health needs and evaluate risk in the digital sphere. Participants will gain practical strategies and learn of tools to intervene before, during, and after life-threatening behaviors occur and foster a culture of safety, connectedness, and hope in a digital world.

As educators and safe, caring adults in schools, we make so many decisions within a day. For equity-centered trauma informed practices to be universal and noncomplex, we apply Alex Shevrin Venet’s four proactive priorities in our interactions and relationships with students and adults, pedagogy and academics, and systems, policy, and school wide practices. Answering these four questions: Is it predictable?, Is it flexible?, Does it foster empowerment? And Does it foster connection? will help all educators and safe, caring adults in schools be proactive and improve how schools are designed to provide safe and supportive environments.

Drawing from neuroscience, sport psychology, and real-world implementation in schools and high-performance environments, participants will learn actionable frameworks for integrating mental fitness into daily school routines — not as an “add-on program," but as a core safety and student success competency. Participants will leave with an understanding of how mental fitness reduces escalation, impulsivity, and conflict, and how SROs can play a pivotal role in guiding students through the process.

What makes a school a place students want to be—not just a place they are required to attend? In this interactive workshop, educators and leaders will explore how to design middle and high school environments and culture where safety, belonging, and engagement are inseparable—and where students build the resilience and pro-social skills needed to thrive in school and beyond. Grounded in the work of William Glasser and his five basic human needs—survival, love and belonging, power, freedom, and fun—this session reframes classroom and school culture through a trauma-informed, learner-centered lens. Participants will examine how unmet needs often surface as disengagement or behavior challenges, and how intentional design can transform those moments into opportunities for connection, regulation, and growth. Participants will explore designs for learning that positively engage learners within the full school environment and through supportive relationship strategies in every learning space before, during, and after school. Participants will leave with strategies and practices they can immediately implement to make a difference in the lives of all young people, but especially those who do not want to be in school.

As the digital landscape evolves, so must our framework for youth suicide prevention. This session provides a research-based foundation grounded within an Multi-Tiered System of Support (MTSS) for comprehensive school safety and well-being. Specifically, participants will be guided through a full continuum of suicide prevention: prevention, intervention, risk assessment, and postvention as it exists within a digital world. Moving beyond traditional risk screening and assessment interviews, this session will demonstrate how multi-disciplinary school teams can identify and interpret the "digital footprint" of a student at risk. This proactive approach equips educators and mental health professionals with key considerations for utilizing multi-source data to identify mental health needs and evaluate risk in the digital sphere. Participants will gain practical strategies and learn of tools to intervene before, during, and after life-threatening behaviors occur and foster a culture of safety, connectedness, and hope in a digital world.

As educators and safe, caring adults in schools, we make so many decisions within a day. For equity-centered trauma informed practices to be universal and noncomplex, we apply Alex Shevrin Venet’s four proactive priorities in our interactions and relationships with students and adults, pedagogy and academics, and systems, policy, and school wide practices. Answering these four questions: Is it predictable?, Is it flexible?, Does it foster empowerment? And Does it foster connection? will help all educators and safe, caring adults in schools be proactive and improve how schools are designed to provide safe and supportive environments.

Drawing from neuroscience, sport psychology, and real-world implementation in schools and high-performance environments, participants will learn actionable frameworks for integrating mental fitness into daily school routines — not as an “add-on program," but as a core safety and student success competency. Participants will leave with an understanding of how mental fitness reduces escalation, impulsivity, and conflict, and how SROs can play a pivotal role in guiding students through the process.

What makes a school a place students want to be—not just a place they are required to attend? In this interactive workshop, educators and leaders will explore how to design middle and high school environments and culture where safety, belonging, and engagement are inseparable—and where students build the resilience and pro-social skills needed to thrive in school and beyond. Grounded in the work of William Glasser and his five basic human needs—survival, love and belonging, power, freedom, and fun—this session reframes classroom and school culture through a trauma-informed, learner-centered lens. Participants will examine how unmet needs often surface as disengagement or behavior challenges, and how intentional design can transform those moments into opportunities for connection, regulation, and growth. Participants will explore designs for learning that positively engage learners within the full school environment and through supportive relationship strategies in every learning space before, during, and after school. Participants will leave with strategies and practices they can immediately implement to make a difference in the lives of all young people, but especially those who do not want to be in school.