Overcoming Challenges in SEB Screening Implementation
10 MIN READ
Author: Steven Dahl, M.Ed.
Director of Professional Learning & Content Development
The Center for Educational Effectiveness
Author: David Tudor
Director of K-12 Systems Change & Implementation
The Center for Educational Effectiveness
In our last article, we reviewed the research-backed rationale for implementing a Social Emotional Behavioral (SEB) Screener to understand the mental and social-emotional health and behavioral patterns of students. Districts striving to integrate strategies that address the complexity of student wellness beyond only academic performance – frequently lack the most essential tools to do so – a SEB Screener. To what degree?
According to the NEEDs2 Project, “Fewer than one-in-ten districts (6%) complete brief SEB screeners for all students: universal school-based SEB screening is the exception, not the norm.”
In this 2nd of our 4-part series, we will focus on recognizing and overcoming the most common challenges to making a Social Emotional Behavioral (SEB) Screener a reality.
SEB Screeners Reflect a Standard of Care
District leaders, who bear the weighty responsibility of ensuring the success and well-being of their students, often find themselves at the crossroads of innovation and pragmatism. The implementation of Social Emotional Behavioral (SEB) screenings is a case in point—a transformative initiative that promises to redefine the educational landscape yet presents a tapestry of challenges.
At the core of deciding whether to adopt a universal SEB screening tool is the organization's dedication to a standard of care. This standard of care refers to how thoroughly and professionally the organization addresses all educational and developmental requirements of its students. The Every Student Succeeds Act (ESSA) sets the academic baseline that public schools are expected to meet.
The National Association of School Psychologists (NASP) points out that ESSA not only continues to highlight the importance of academic performance but also significantly increases the focus and resources dedicated to students' mental and behavioral health. This holistic approach is integrated into a variety of funding initiatives designed to support a multi-tiered system. Such a system includes everything from general, school-wide initiatives (Tier 1) to specialized support services for students identified as needing more focused assistance.
SEB screenings are an important component of a comprehensive systems framework and are designed to be a beacon, illuminating the nuanced needs of each student by evaluating their social, emotional, and behavioral health. The allure of such a comprehensive approach lies in the screener’s ability to provide educators with actionable insights—data that can inform personalized learning pathways and supportive interventions. However, the road to the seamless integration of these tools into existing educational systems is complex and multi-faceted.
District leaders must first navigate the labyrinth of challenges, avoid common pitfalls, and dispel misconceptions.
Underestimating the High Cost of ‘Free’ Surveys
Many districts have embraced the budget-conscious idea of using ‘free’ surveys to gather information directly from students. This decision undercuts the need for data visualization and decision-making tools needed after data is gathered. This approach thwarts effective teaming while providing a semblance of effectiveness. The result? A lack of awareness that the current approach is ‘data rich but insight poor’ and is not consistent with what research suggests a quality SEB Screener should entail as recommended by the National Center for School Mental Health. The price of a ‘free survey’ can be costly.
Buy-in from Stakeholders
For a successful rollout, garnering support from teachers, parents, and school board members is crucial. This involves transparent communication about the goals and benefits of SEB screenings, addressing privacy concerns, and showcasing how these tools align with the district’s vision for student success. It requires reflecting on ‘what is’ to ensure that using a quality SEB screener will lead to a thoughtful, data-driven process to determine what is best for each student, not just the system providing those services.
Funding the Commitment to Supporting Student Well-being
Certainly, a primary hurdle to implementing a SEB Screener is securing the needed funding. In particular, ESSER funds offer districts the chance to strengthen their focus on students' social, emotional, and behavioral health—a need that has been magnified by the pandemic's disruptions. These funds can be leveraged to purchase SEB screening tools, which are essential in identifying students who may be struggling with issues related to mental health, social skills, and emotional regulation. In addition to ESSER funds, a number of funding sources such as Title I, Title II, Title IV, and Special Education funds may be leveraged in addition to basic education funding depending on the context.
Staff Training
Training educators to administer and interpret SEB screenings is another significant undertaking. Professional development must be comprehensive, equipping staff with the skills to not only conduct the screenings but also to respond appropriately to the data collected. ESSER funds, as well as the other funding sources mentioned, can support professional development programs that enable school staff to effectively administer SEB screenings and respond to the data collected. Training can cover a range of topics, from understanding the nuances of SEB assessments to implementing targeted interventions based on screening results.
Data Privacy
With the sensitive nature of SEB data, ensuring privacy and ethical handling is paramount. Districts must navigate federal and state regulations, such as FERPA, to maintain confidentiality and trust within the school community. This, among other factors, should be considered when reviewing a third party solution provider’s SEB screener.
Cultural Sensitivity
Screening tools must be culturally sensitive and equitable. Assessments should be reflective of the district's diversity, ensuring that all students feel seen and understood within the screening process.
SEL Inputs Lacking Measurement Data
While important to provide a range of methods for students to learn, practice, and master a range of social emotional and behavioral skills, it is also important to have a method for systemically gathering data from students as to their perceived proficiency and the degree to which their needs are being met.
For district leaders, the purchase, implementation, and integration of SEB screenings is more than an administrative task; it is a strategic initiative that requires foresight, commitment, and a relentless focus on the ultimate goal—preparing students not just for academic success, but for life. By leveraging ESSER and other categorical funds for SEB screenings and interventions, districts have a unique opportunity to make a lasting difference in the lives of students. This strategic allocation of resources can help build more robust, supportive, and effective educational systems that prioritize the holistic well-being of every student, setting the stage for success.
Following SEB screenings, different tiers of services based on student needs can be designed, ranging from universal interventions (Tier 1) to more intensive, individualized supports (Tiers 2 and 3). ESSER funds can be used to develop and enhance these multi-tiered systems of support (MTSS), which are designed to provide varying levels of assistance to meet the diverse needs of students.
Implementing SEB screenings is a complex but essential step toward nurturing the full potential of every student. By thoughtfully addressing these challenges, district leaders can pave the way for a more empathetic, aware, and supportive school environment. SEB screenings hold the potential not just to change the trajectory of individual students’ lives, but to transform the educational experience into one that is truly holistic, nurturing not only the intellect but also the emotional and social fabric of the young individuals entrusted to their care.
If you would like to learn more about CEE’s Student Universal Wellness Screener (SUWS), click here to schedule a meeting or call 425-584-2354.
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