Western Educational Equity Assistance Center

Safe and Supportive Learning Environments

Religious Bullying: How to Get Help and Cope

An article detailing help that is available for young people who may be dealing with religious bullying or a hate crime. It explains what religious bullying can look like, when it might be a hate crime, and how to report it and seek support.

The page addresses the following topics:

  • What is Religious Bullying?
  • What Are the Effects of Religious Bullying?
  • How to Report and Cope With Religious Bullying
  • How to Help a Friend Experiencing Religious Bullying
  • The Difference Between Religious Bullying and Hate Crimes
  • Learn More About Coping With Bullying and Trauma

Protecting Student Mental Health in the Face of Antisemitism and Islamophobia

On college campuses, which are homes for student activism and academic debate, students are describing hostile environments, hate speech, and incidents of violence based on perceived or actual religious affiliation or nationality. These attacks threaten their sense of safety and well-being. To protect the mental health of all students, The Jed Foundation (JED) suggests colleges and universities take the following actions to engage students and support their mental health during this time and beyond.

Creating Safe, Equitable, Engaging Schools: A Comprehensive, Evidence-Based Approach to Supporting Students

Creating Safe, Equitable, Engaging Schools helps school leaders make sense of the various evidence-based resources and frameworks designed to support the whole child. Addressing critical topics like restorative practices, cultural responsiveness, social and emotional learning, and family engagement, this volume offers insights on how leaders can leverage school-based teams to assess student needs and select appropriate interventions.

Using Chronic Absence Data to Improve Conditions for Learning

This report describes how chronic absence and conditions for learning are interconnected issues that can have an impact on a child’s educational success. The report identifies specific conditions for learning that can improve school experiences for students and staff and help reduce absenteeism and improve academic outcomes.

This brief includes brief case studies from the state of Georgia and the Cleveland Metropolitan School District that help to illustrate how chronic absence and conditions for learning can be addressed through comprehensive, data informed actions. A five-point school action framework outlines how chronic absence data can be used to diagnose and address factors in a school and community that affect attendance and conditions for learning.

What Works Brief #7: Harassment and Bullying

How can school communities make sure their environments are free from all forms of aggression and victimization, including harassment, violence, and bullying?

This What Works Brief, cowritten by Meagan O’Malley, former Research Associate at WestEd, provides school staff with suggestions, including how to:

  • Be visible, active, and interested
  • Implement and advocate for clear, consistent, and fair behavior management policies, practices, and programs
  • Encourage student and community involvement
  • Provide conflict resolution education

Note: Developed by the California Safe and Supportive Schools (S3) Technical Assistance Center, What Works Briefs summarize state-of-the-art practices, strategies, and programs for improving school climate.

Based on the most current research, each of the ten briefs provides practical recommendations for school staff, parents, and community members and can be used separately to target specific issues (e.g., family engagement) or grouped together to address more complex, systemwide issues.

What Works Briefs are organized into three sections:

  • Quick Wins: What Teachers and Adults Can Do Right Now
  • Universal Supports: Schoolwide Policies, Practices, and Programs
  • Targeted Supports: Intensive Supports for At-Risk Youth