Support interventions that provide chronically absent students with resources to improve self-esteem, social skills, etc. and address familial and school-related factors that can contribute to poor attendance
Recruit and train underrepresented minority (URM) students for careers in health fields via information about health careers, classes, practicum experiences, advising about college or medical school admissions, etc.
Emphasize high expectations for all students, parent and student commitment, empowered principals, and regular student assessments that inform continuous improvement in a lengthened school-year and school-day
Use pervious concrete, porous asphalt, permeable interlocking pavers, open-jointed blocks or cells, or other permeable pavement in individual or commercial development efforts; also called porous or pervious pavement
Implement focused efforts to help children recognize and manage emotions, set and reach goals, appreciate others’ perspectives, and maintain relationships; also called social and emotional learning (SEL)
Teach positively stated behavior expectations to all students, often reinforced with prizes or privileges and supported with coaching and data; SWPBIS is tier one of Positive Behavioral Interventions and Supports (PBIS)