Strategies

Address students’ disruptive and antisocial behavior by teaching self-awareness, emotional self-control, self-esteem, social problem solving, conflict resolution, team work, social skills, etc.

Provide students from public schools, from low income backgrounds, or who have a high risk of dropping out and their families with information about social services and health care supports; also called community resource or family and community liaisons

Provide incentives to trade in old cars or light duty trucks with low fuel efficiency and high emissions and buy new vehicles with higher efficiency and lower emissions; also called scrappage or vehicle early retirement programs

Support individual and group use of internet-based tools to receive news, communicate or share information, collaborate on ideas, mobilize networks, and make collective decisions

Support and strengthen traumatized and distressed residents and communities and address effects of community trauma (e.g., poverty, violence, structural racism, etc.) via a comprehensive, multi-stakeholder, and multilevel approach

Adopt a multi-tiered approach within schools to address the needs of trauma-exposed youth, including school-wide changes, screenings, and individual intensive support

Deliver a curriculum-based program that helps all students learn to recognize warning signs of suicide in themselves and others in a school setting

Implement anti-idling policies and awareness campaigns to reduce engine idling for passenger vehicles, school buses, and/or equipment and truck fleets

Require scheduled testing of vehicles’ tailpipe and evaporative emissions; federally mandated in areas with particularly poor air quality

Increase the number of registered voters through initiatives that reduce barriers and expand accessibility, including automatic voter registration (AVR), voter registration drives, easing voter registration requirements, and expanding registration sites