Co-teaching models are designed to support collaboration between teachers, improving students’ learning, engagement, and interactions in the classroom. This approach has become increasingly prevalent in schools, as more students with emotional disibilities are being served in general education settings for the majority of the day.

In this blog post, we share three core strategies: feeling thermometers, calm corners, and breathing strategies—that are typically used in schools to support both students’ ability to self-regulate and educators’ ability to co-regulate with their students.

The phrase “culturally responsive” is increasingly used within educational settings today – but what does it mean to be culturally responsive in school contexts, particularly for students with emotional disabilities (EDs)?

Building strong partnerships between families and schools is essential for fostering a consistent and supportive learning environment for students. In this blog post, Christine Park shares key strategies for creating a welcoming and collaborative relationship with families, and how to sustain these partnerships throughout the school year.

The beginning of the school year is a crucial time for teachers to set the tone for a successful academic year and journey, for students, families, school staff, and themselves. Check out our top 10 tips for starting the school year strong!

In this blog, Anita Wu, research assistant with the Path Program research team, discusses ways in which the Path Program leverages mindfulness strategies in their trainings and program.