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The article discusess how can schools assess threats without alienating students and families. It mentions that process involves detailed review of the precipitating incident, the student's current mental status, questions about involvement in bullying or substance abuse, an inquiry about any stressors facing both the student and family, and the student's educational history.

This article discusses the role of teachers in the recognition and the response to substance abuse in schools, with a particular focus on opioids. The authors comment on the efficacy of school drug policies and emphasize the importance of strong teacher, student, and parent relations. The need for emotional support is also examined.

This article discusses the stress felt by students of color caused by discrimination and racism. The authors comment on the role of teachers in recognizing these instances and providing support for affected students. They also examine the toll that microaggressions, racism, and discrimination can have on students' mental well-being.

The article examines how schools and educators can provide services and support to students who demonstrate self-injurious behavior. Information is provided on psychological research on why students engage in self-injury before the author offers advice on how schools design mental health services as well as communicate with students and parents.

The article discusses how schools can foster environments that offer at-risk students emotional and academic development through positive teacher-student relationships that encourage resilience. Topics include classroom management of students who have experienced trauma, loss, or attachment difficulties, the family therapy model called Playfulness, Acceptance, Curiosity, and Empathy (PACE) developed by psychologist Daniel A. Hughes, and teacher-student communication strategies.

The article discusses school truancy which results from students' psychological problems such as anxiety disorders or other forms of mental illness and offers strategies for teachers to effectively manage it. The authors look at neuropsychiatric disorders that impact learning such as attention deficit disorder and various forms of autism, cultural factors that may impact learning such as abusive home environments, as well as mood disorders. Topics include ways to transition students with anxiety and phobias back into school and school events, and ways to address separation anxiety in students that is compounded by anxiety in parents.

The article discusses strategies for teachers to effectively manage disruptive students in the classroom, focusing on how to control behavior of students who are oppositional, withdrawn, or anxious. The authors look at the ways in which teacher-student communication and relationships can either reinforce or correct unwanted disruptive behavior in students. Topics include classroom management and instructional strategies aimed at producing a positive class environment, the teaching of self-regulation to students, as well as the authors' FAIR plan which stands for understanding the function of disruptive behavior, ways to accommodate it, and interactive strategies to control it with proper responses.