ESC Student Wellness Department Newsletter

November/December 2025

As 2025 draws to a close and colder weather settles in, it’s a natural time to pause, reflect, and connect. November and December bring several important observances that highlight the needs and experiences of students and families, reminding us to care for one another in meaningful ways. These include National Homeless Youth Awareness Month, International Survivors of Suicide Loss Day, Children’s Grief Awareness Day, Family Engagement Month, and Military Family Appreciation Month.

Each observance underscores the importance of warmth, understanding, and connection—especially as we navigate the challenges and celebrations this time of year brings. We hope you enjoy this newsletter, filled with resources, information, and upcoming training opportunities to support student wellness and community care.

Supporting the Whole Child: How Military Life Impacts Students’ Mental Health

Across the country, millions of students come to school each day carrying invisible experiences shaped by military life. While these children often show remarkable adaptability and maturity, the unique challenges of being part of a military family can deeply affect their emotional well-being, learning, and behavior.

Each November, we take time to honor and recognize military families—by understanding their experiences, we strengthen our ability to support their children both academically and emotionally.

The Weight of Frequent Moves

Military-connected students often relocate every two to three years—sometimes attending six or more schools before graduation. Each move brings academic transitions, new curricula, and the challenge of building friendships all over again.

For some students, this constant change can lead to anxiety, withdrawal, or temporary dips in academic performance. Adolescents, in particular, may struggle with disrupted friendships or uncertainty about where they fit in. Educators might notice students who appear quiet, hesitant, or disengaged—behaviors that often reflect uncertainty rather than lack of interest.

Photo Caption: Chloe Knight (2008), daughter of Student Wellness Department Administrative Assistant, Gina Woodward. Chloe’s father, Corporal Knight, served in the United States Marine Corps from 2001-2005 and was killed in action while serving in the War on Terrorism on January 26, 2005.

READ THE FULL FEATURE STORY HERE

CLICK HERE for resources:

Homeless Youth Awareness Month
Family Engagement Month
Military Family Appreciation Month
Survivors of Suicide Loss Day
Children's Grief Awareness Day

CLICK HERE for resources:

Special Education Day
International Day of Persons with Disabilities
Coping with the Holidays

CLICK HERE for local and national resources on:

Food Insecurity
Mental Health Support
Crisis and Suicide Prevention

Embedding Cultural Responsiveness in PBIS

Tip from the Field with Coach Leah Euerle

The PBIS Cultural Responsiveness Field Guide (McIntosh et al., 2019) emphasizes that culturally responsive practices are not an “add-on” to PBIS; they are essential for building systems that reflect and support the diversity of students and communities.

The guide identifies five key components for culturally responsive PBIS: identity, voice, supportive environment, situational appropriateness, and data. Each component encourages teams to examine whether expectations, acknowledgments, and interventions affirm students’ varied cultural and individual identities, including those of students with disabilities.

A central theme of the Field Guide is using data to advance equity. PBIS teams are encouraged to disaggregate behavior and discipline data by race, disability status, gender, and other demographics to identify and address patterns of disproportionality. This practice helps schools look beyond surface-level outcomes and identify where systems may be unintentionally inequitable.

Once disparities are identified, the guide recommends using a cycle of reflection and action: adjusting Tier 1 expectations, refining Tier 2 and Tier 3 supports, and strengthening staff professional learning.

When data-informed equity work is integrated into PBIS, schools create environments in which every student, regardless of background or ability, feels seen, valued, and supported in their success.

The PBIS Cultural Responsiveness Field Guide can be found here: https://tinyurl.com/yc63wzpk

Dr. Leah Euerle is a Student Wellness Consultant at the Educational Service Center (ESC) of Northeast Ohio. She previously served as principal in Parma and a teacher in Cleveland. She holds a Middle Childhood license, a PK-12 Professional Principal license, a Superintendent's license, and a Ph.D. in Leadership Studies in Education. She lives in Parma with her husband and three daughters.

Professional Development for Supporting Students affected by Trauma and Homelessness

Dr. Dakota King-White, Associate Professor of Counseling at Cleveland State University and Research Affiliate with the Center on Trauma and Adversity at Case Western Reserve University, facilitated an advanced strategy workshop on trauma. From Understanding to Impact: Advanced Strategies to Support Youth from a Trauma-Informed Lens held on 9/8/25, was the first session in a two-part series made possible in part through a Mini Innovation Grant from the Ohio Department of Behavioral Health.

Facilitators Katie Kurtz, subject-matter expert on trauma-informed care, and Jadine Murray, founder of The Breathing Teacher, guided participants through experiential activities and practical trauma-informed strategies. Trauma-Informed Strategies for Educators and Providers was held on 9/19/25, was the second session in our two-part series on trauma and learning. A special thank you to the Cuyahoga County Public Library for generously hosting our group.

Keith Langford, Family and Community Engagement Supervisor, Shaker Heights School District and Maleeka Bussey, Director of Student Services, South Euclid Lyndhurst School District guided participants through a gallery walk at Challenges to Chances. This McKinney-Vento Training held on October 7, 2025, helped build awareness and strengthen support for students experiencing homelessness.