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Webinars Archive
This page provides an archive of webinars and web meetings organized by ISHN and other organizations. If you would like to have a web session listed here, send an announcement in the format provided below to info@internationalschoolhealth.org

The webinars/web meetings listed below are those done in 2021 and late in 2020. They are listed in reverse chronological order. Go to our additional archives for those done in 2020, 2019, 2018, 2017, 2016, 2015, 2014, 2013, 2012, 2011, 2010, 2009, 2008
Date/Time
Organizer
Session Description
Links to Recordings, Slides, Resources
18 March 2021

American School Health Association
Permission to Feel: The Power of Emotional Intelligence to Achieve Well-Being and Success in School and Life
  • Presented by Marc A. Brackett, Ph.D., founding director of the Yale Center for Emotional Intelligence and professor in the Child Study Center at Yale University
How do we support the social, emotional and mental health of our youth and adults in schools? For the last year, we have experienced the social, emotional and mental health effects of living through a pandemic. While there is hope on the horizon with the vaccine, the emotional/mental health needs will not disappear without systemic, strategic and intentional interventions. This second part of a two part offering will explore the influence of emotions across major life activities along with strategies to support emotional health at the individual, school and district levels.
Click here to access the webinar recording and slide presentation
01 March 2021

Education Commission
Learning Teams: Global Evidence & Impact
  • Carole Basile, Dean, Mary Lou Fulton Teachers Colleg, Arizona State University
  • Lucy Lake, CEO,Campaign for Female Education (CAMFED)
  • Liesbet Steer, Director, Education Commission
Learning teams are groups of professionals led by teachers that collaborate at all levels of an education system. They can include qualified teachers, education support personnel, leadership and management, and health and welfare specialists. Learning teams also engage the community to draw on local knowledge and support, especially from parents.
The Education Workforce Initiative (EWI) of the global Education Commission proposed the concept of learning teams in its 2019 Transforming the Education Workforce report. FRESH Partners, led by the Global Network of Deans of Education, have supported the concept, especially the inclusion and training of health, social and develoopment workers as part of these teams. GNDE is forming a Consortium of Education and Other Faculties to promote an inter-professional workforce development strategy for the initial education and development of teachers, educators and professionals from other sectors in health, personal and social development.
For more background on Learning Teams, read this EWI brief. 
Join us to find out more about how learning teams can contribute to improved learning outcomes, inclusion, and resilient education systems.
Click on the web links to access the webinar recording and slide presentation.

Recommended Readings & Resources
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25 February 2021

American School Health Association
Food Literacy: Equipping Students to Live Empowered, Healthy Lives
  • Erin Comollo, EdD, Program Development Administrator, New Jersey Healthy Kids Initiative (NJHKI) in the Institute for Food, Nutrition, & Health at Rutgers University
  • Peggy Policastro, PhD, RDN, Director-NJHKI Culinary Literacy and Nutrition
  • Abigail David, MPH Candidate at the Rutgers School of Public Health
Food Literacy is the understanding that our food choices impact our health, the environment, and our economy. The emerging framework of food literacy is a comprehensive concept including nutrition knowledge, culinary skills, and behavior change and has been demonstrated to improve nutritional intake and health outcomes (Amin et al., 2018, 2019; Muzaffar, Metcalfe & Fiese, 2018). Food Justice is as a social movement with “‘multiple layers…of producers, processors, workers, eaters, or communities,’ for whom race, ethnicity, class, and gender issues are at the forefront of an agenda that includes a mix of ‘producing food, local preference, environment, economic development, health food for all, preparing, cooking and eating, and public health and nutrition.’ (Gottleib & Joshi, 2010 as cited by Holt-Giménez and Wang, 2011, p.88).”
Food Literacy and Food Justice can be used as an experiential, multi-component approach to nutrition education that can improve learner knowledge, attitudes, and skills to create positive behavior change. These frameworks cover a wide range of content areas, learning standards, and 21st century skills applicable to K-12 general education, health education, science and social studies education teachers.
Learning Objectives:
  1. Define food literacy
  2. Identify UN Sustainable Development Goals
  3. Identify ways to integrate food literacy principles into current teaching repertoire
  4. Identify multi-disciplinary content areas that teaching food lit
Click on the web links to access the webinar recording and presentation slides.
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24 February 2021

Global Partnership for Education
Teachers as agents of change - Supporting, enabling and empowering


This webinar arises out of the collaboration between many partners in the International Teacher Leadership (ITL) initiative formed in 2008.
Guest speakers will discuss the potential of non-positional teacher leadership to transform professional cultures in education systems globally. Professionals and experts who work in, or have an interest in international education and development, are specially invited to attend the webinar and register in advance.
Outline
1. The genesis of and rationale for the International Teacher Leadership (ITL) initiative
2. The experience of non-positional teacher leadership
3. The Teacher Leadership in Kazakhstan initiative
Click on the web link to access the webinar recording
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11 February 2021

American School Health Association
Help for Mental Health: Free Tools and Resources for Students and Staff
  • Jill Haak Bohnenkamp, Ph.D., Core Faculty and Clinical Assistant Professor of Psychiatry, National Center on School Mental Health
  • Sandra Williamson, Director, National Center on Safe and Supportive Learning Environments
  • Kayce Solari Williams, Ph.D., President, American School Health Association
  • Rosemary Reilly-Chammat, Ed.D., President, Society of State Leaders of Health and Physical Education
Students and staff are struggling. While concern for mental health is not new, the global pandemic has elevated this need to a critical level. With remote learning, students have been isolated, often unable to participate in activities that promote connection, and lacking access to resources and services necessary for their health and learning needs. School staff have had to learn new technology and teaching strategies on a dime, adjust to changing schedules, and deal with mass quarantines and a general upheaval to school operations. Even with the advent of the vaccine, dealing with the trauma and lasting effects of this time will be ongoing. This webinar will highlight a variety of free, evidence-based tools and resources that can be implemented at the school, district, or state levels. Participants will learn how to access these resources, discover appropriate tools for different audiences, and learn about other resources available from the National Center on School Mental Health and the National Center on Safe and Supportive Learning Environments.
Learning Objectives:
  1. Identify a multitude of evidence-based tools and resources to address mental health at school, district, and state levels.
  2. Describe how to utilize the evidence-based mental health tools and resources presented
  3. Create a plan to implement at least one new evidence-based tool or resource in their own professional or personal practice
Click on the web links to access the webinar recording and Jill Bohnenkamp’s Presentation Slides and Sandra Williamson’s Presentation Slides.
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02 February 2021

FRESH Partners
Health & Life Skills Education: Ignored & Poorly Understood by Policy-Makers, Researchers and Donors

The Covid 19 pandemic has exposed three essential risks among people in most countries. The lack of skill in hand-washing and other hygiene behaviours, the low literacy levels about vaccines causes hesitancy and refusing masks because we don’t realize that our own health is intertwined with the health of others has multiplied the damages and death caused by this pandemic. A mandatory health & life skills education curriculum can fix this problem among children in time for the next pandemic as well as reduce the impact of several other diseases.

UN agencies are monitoring student learning for the 2030 Goals in almost every core subject except health and life skills (H&LS) which they have deliberately excluded from the list under Target 4.7. Researchers study education about many specific topics but rarely about the curricula that delivers that instruction. Donors fund projects on bits and pieces but few seek to build capacities such as instructional time, training primary and secondary HLS specialists or efficient curriculum design for H&LS or personal-social & health (PSH) education. Almost no country or global organization reports on the status and reach of H&LS/PSH curricula

This open meeting of the FRESH Partners review a detailed memo on the UN agency decisions to exclude H&LS/PSH curricula from the monitoring of the UN 2030 goals. A petition/letter campaign will be discussed. We will also review questions from a Fact-Finding Survey & Policy/Curriculum Analysis of all countries and states being undertaken by several FRESH Partners to fill the gap left by the UN Technical Cooperation Group. Research questions to be investigated by a research network of the World Education Research Association as recommended  by the FRESH Working Group on Health Literacy, Life Skills and Social Inclusion will be introduced.
Click on the web links to access the webinar recording and slide presentation.

Recommended Reading & Resources
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01 February 2021

UNESCO Institute for Statistics
Launch of survey on national education responses to COVID-19

As part of the coordinated global education response to the COVID-19 pandemic, UNESCO, UNICEF, and the World Bank have collaborated with OECD for the third round of the survey designed for ministries of education to better understand their responses to school closures and subsequent re-openings at the inception of 2021.
The survey aims to generate inputs to better understand the impact of COVID-19 on various aspects related to the education systems, as well as the policies implemented to assess and remediate them, including strategies to ensure equity and safe reopening of schools for all.
Click on the web link to access the webinar recording and slide presentations from UIS and UNESCO.

Recommended Reading & Resources
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25 January 2021

UNESCO, GPE  & Centre for Interdisciplinary Studies
International Day of Education 2021 "Recover and revitalize education for the COVID-19 generation"

The third International Day of Education (January 24) is marked on Monday 25 January 2021 under the theme ‘Recover and Revitalize Education for the COVID-19 Generation’. A global virtual event is organized by UNESCO, in partnership with the Global Partnership for Education and the Centre for Interdisciplinary Studies (CRI). 
This Day will highlight the urgency to mobilize funding for education; give voice to 'community heroes' who acted to leave no learner behind during school closures and present innovations that pave the way towards more resilient and inclusive education systems.
Here is the web link to the recorded webinar
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11 January 2021

American School Health Association
Every School Healthy: WSCC Policies in Support of Equity in Education
  • Presented by Holly Hunt, Lora Henderson, Alexandra Mays, Deborah Temkin, Jennifer Ng’andu and Jeanette Elstein
How do we make every school healthy in a COVID environment? What is a healthy school when education is remote or in a hybrid form? How have school districts around the country used  WSCC to advance equity in education and health? What lessons can we learn  for the rest of the school year and beyond? Join ASHA for the second of two round-table discussions on these timely and challenging questions. Authors from the December 2020 special issues of the Journal of School Health on the theme, Every School Healthy will discuss the policies currently in place, as well as the policy gaps and opportunities. 
Learning Objectives:
  1. Identify at least two state or district WSCC supporting policies that can support healthy schools in remote or hybrid learning situations.
  2. Identify at least two areas of policy gap or opportunity for increasing equity in WSCC.  
  3. Identify at least one policy priority area for their state or school district
  4. Identify a personal “next-step” in considering equity in WSCC supporting policies
Here are the web links to the webinar recording and slide presentation.

Recommended Readings & Resources
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15 December 2020

Global Partnership  to End Violence Against Children
Together to #ENDviolence Solutions Summit
 
Together to #EndViolence Solutions Summit by End Violence Against Children aimed to inspire the community and catalyze the political and financial commitments needed to end violence against children at home, at school, online and within communities. The event gathered national and global leaders, including senior government ministers, royalty, heads of United Nations agencies and civil society organizations, CEOs from the private sector, and children themselves.
 
The event marked the beginning of a multi-year effort in the Decade of Action.
Click on the web link to access the full webinar recording or the highlights of the session.
 
Recommended Readings and Resources
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01 December 2020

FRESH Partners
Comprehensive School-based & School-Linked Bullying Prevention:
An Evidence-Based Action Framework 
  • Chrstophe Cornu, Yongfeng Liu, Health & Education, UNESCO
  • James O'Higgins Norman, Co-Chair Scientific Committee, Dublin City University, UNESCO Chair on Bullying in Schools & Cyberspace
  • Christian Berger, Member Scientific Committee, Pontifica Universidad Catolica de Chile
Following the commitments of the G7 education ministers meeting of July 2019, the International Conference on School Bullying and the International Day Against School Violence & Bullying in November 2020, this webinar will delve into a report of the Scientific Committee that underpinned these two important events. This report reflects new approaches which recognize that bullying occurs within structures and relationships within and outside of the school. The researchers propose a "whole education approach" or framework comprised of nine components:
  • political leadership, laws and policy
  • curriculum, learning and teaching to prmote a caring school climate
  • reporting, referral and support services
  • student empowerment & participation
  • monitoring and program evaluation
  • training and support for teachers
  • safe social and physical environments in schools and classrooms
  • involvement of parents and stakeholders
  • inter-sectoral cooperation among government and other partners
This framework can guide and coordinate legislation, policy and programs on bullying, cyber-bullying and other forms of violence as well as online safety, digital citizenship and technology use.
Click on the web links to access the webinar recording and slide presentation.

Recommended Readings & Resources
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5 November 2020

Organized by UNESCO and the French Ministry of National Education, Youth and Sports
International conference on school bullying
  • Here is the detailed program of speakers
UNESCO and the French Ministry of National Education, Youth and Sports are holding an international conference on school bullying on November 5, 2020. The online conference aims to build global momentum to end bullying in schools by raising awareness of the issue, sharing what works to address it, and mobilizing governments, experts and the educational community. It builds on the commitments made at the meeting of G7 Ministers of Education under the French Presidency in July 2019, and will contribute to the new International day against violence and bullying at school, including cyber-bullying, on 5 November 2020.

Bullying in schools deprives millions of children and young people of the fundamental right to education. A recent UNESCO report reveals that more than 30% of the world's students have been victims of bullying, with devastating consequences on academic achievement, school drop out, and physical and mental health. The confinement imposed as part of the COVID-19 pandemic have resulted in an unprecedented increase in screen time by children and adolescents, and likely exacerbated the issue.
Watch the conference recording.

Recommended Readings & Resources
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8 October 2020

ASCD
How to Integrate SEL into Learning—Distance or Otherwise
  • Douglas Fisher Professor of Educational Leadership at San Diego State University
  • Nancy Frey professor of educational leadership at San Diego State University
Academic learning may be the explicit focus of schooling, but what teachers say, the values we express, the materials and activities we chose, and the skills we prioritize all influence how our students think, see themselves, interact with content and with others, and assert themselves in the world. While social and emotional learning (SEL) is most familiar as compartmentalized programs or specific interventions, the truth is, all learning is social and emotional.This session makes the case for taking a deliberate approach to the "hidden curriculum" already being taught. Through a five-part model of SEL that's easy to integrate into everyday content instruction, you’ll learn the whys and hows of

  • Building students' sense of identity and their belief in their ability to learn, overcome challenges, and influence the world around them.
  • Helping students identify, describe, and regulate their emotional responses.
  • Promoting the skills of cognitive regulation critical to decision making and problem solving.
  • Fostering students' social skills—including teamwork and sharing—and their ability to establish and repair relationships.
  • Equipping students to becoming active and involved citizens.
Our children's social and emotional development is too important to be an add-on or an afterthought, too important to be left to chance. This integrated approach to SEL empowers every teacher to help students develop skills that will serve them in the classroom and throughout their lives.
Click on the web link to access the webinar recording
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29 September, 2020

FRESH Partners
The 2020 GEM Report on Inclusion: Findings, Principles and Potential Next Steps
  • Anna D'Addio, Lead Author, Global Education Monitoring Report, UNESCO
  • David Osher, Vice-President, Institute Fellow, American Institutes for Research, Evaluator UNICEF Child Friendly Schools
  • Stuart Cameron, Lead for Equity & Inclusion, Global Partnership for Education (GPE)
  • Connie Laurin-Bowie, Executive Director, Inclusion International
  • Tim Lewis, Professor, University of Missouri, Co-Director, OSEP Center,  School Wide Positive Behavior Interventions & Support 
  • Kate Lapham, Deputy Director, Education Support Program, Open Society Foundations (Soros)
This session will provide an overview of the findings, principles and policies discussed in the 2020 Global Education Monitoring (GEM) report. The report has successfully identified the elements that can unify the many sectors and systems to strengthen and maintain inclusive education. Promoting inclusive schools is not a new goal, as policymakers, practitioners and researchers have sought to include students with learning disabilities and to help others overcome the barriers of hunger, poverty, infectious diseases and discrimination. However, the GEM report has underlined the inequalities laid bare by Covid 19 crisis and collated the responses of countries in a new country policy database. 
This open web meeting of the FRESH Partners will learn more about the report and discuss different perspectives and potential next steps for global organizations and countries. Equity and inclusion have long been the goal of several organizations and experts who have been asked to comment on the report, its implications and their planned or current activities. The session will include links to key reference documents, including those from the FRESH Working Group on Health Literacy, Life Skills & Social Inclusion, which is finalizing an extensive report on inclusion funded by Public Safety Canada and a concept note on relevant multi-intervention program frameworks such as Child Friendly Schools and Positive Behavior Interventions & Supports.
Click on the web links to access the webinar recording and the slide presentation.

Recommended Readings & Resources:
Go to the complete list of archived 2020 webinars, open web meetings and web-based conferences