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EDUCATOR ACADEMY WEBINARS
Join us for a series of engaging presentations with a worldwide speaker Frank Kros. As teachers and administrators across the country are reporting growing numbers of students struggling with mental well-being, this series will focus on understanding of neuroscience and its practical applications to everyday practices and effective and safe strategies to powerfully support students and help them develop resilience and hope.
Frank Kros, MSW, JD
President & Founder of Kros Learning Group
Frank Kros, MSW, JD is a visionary child advocate, educator, and consultant with a deep commitment to trauma and resilience. As the Founder and President of Kros Learning Group (KLG), he empowers professionals with neuroscience-backed strategies. Frank's expertise has earned him awards, including the Maryland Governor's Citation and Advocate of the Year Award. He is a "Master ACEs Trainer" and was appointed to Maryland's first-ever Commission on Trauma-Informed Care. An accomplished author and sought-after speaker, Frank's impact reaches across borders, inspiring positive change in the lives of children worldwide.
Trouble Letting Go: Understanding & Responding to Substance Use In and Around the Developing Brain
Substance use by students has a substantial impact on both their behavior and their learning. Substance use in a student's household can also result in behavioral and learning challenges for students, even if they are not personally using alcohol or drugs. Educators, administrators, and counselors can provide students with significant support during these challenges. In this workshop, participants will learn why pre-teens and adolescents are developmentally more sensitive and more vulnerable than adults to the effects of alcohol, nicotine, and other intoxicating drugs. We will examine why this vulnerability exists and will provide concrete methods on both prevention and intervention for youth substance use. When parents are struggling with substance use, educational professionals often find it awkward or may be unclear about how to best support students. Our evidence-based strategies will provide participants with pragmatic, effective tools to create and maintain positive relationships with these students, reinforce key messages regarding substance use, provide emotional safety in the classroom, and empower student's self-efficacy.
Becoming a Mental Health Sleuth:
Practical Strategies Educators Can Use Now
Our student’s mental health significantly impacts school attendance, academic performance, social-emotional development, and school safety. The recent pandemic has increased the mental health stresses both students and staff are experiencing. Educators want to help, but many are not comfortable with providing either diagnosis or treatment. Empowering educators with the “Detective Skills” of awareness, observation, and communication of the most common mental health issues in school-age children will produce the early identification of concerns, improved and timelier interventions, effective risk management, stronger parent collaboration, and increased student happiness. There will also be a discussion of how to best balance the needs and strategies for one student while working with the rest of the class at the same time. Educators can do a lot to support student mental health using these safe and effective strategies.
Responding to Anxiety and Depression in the Classroom:
Effective Support Strategies Every Educator Can Provide
Teachers and administrators across the country are reporting growing numbers of students struggling with mental well-being. In particular, mental health data from the 2022-2023 school year reflects significant increases in both student anxiety and depression. This workshop will share insights specific to anxiety and depression and equip participants with practical, effective, and safe strategies to powerfully support their students experiencing these conditions. For both anxiety and depression, this learning experience will address: 1) What is it? 2) What does it look like in the classroom? and 3) What can educators do to support students while maintaining expectations for learning and behavior? These “no harm” strategies are practical, efficient, and effective. Most important, they help students develop resilience and hope.
Rethinking ADHD:
What Works, What Doesn’t and Why (Elementary School Students)
ADHD used to be thought of as the most common behavioral disorder affecting school-aged children. Today, ADHD is recognized as a genetically based difference in the brain’s frontal lobes with highly predictable behavioral consequences. While the focus of ADHD intervention has historically focused on the negative aspects of these predictable behaviors, students with ADHD possess a host of positive, adaptive, and extraordinary capacities. Equipped with this new knowledge about the nature of ADHD, this learning experience explores how the ADHD brain works differently from non-ADHD brains and provides multiple practical strategies for enhancing ADHD strengths and effectively meeting ADHD inspired needs for learning and behavior. Participants learn how to become “the surrogate frontal lobes” for their ADHD students and how to change their view of ADHD from a purely behavioral disorder to a unique brain construct that can be accommodated with highly successful outcomes. This session provides strategies for elementary school students.
Rethinking ADHD:
What Works, What Doesn’t and Why (Middle School and High School Students)
ADHD used to be thought of as the most common behavioral disorder affecting school-aged children. Today, ADHD is recognized as a genetically based difference in the brain’s frontal lobes with highly predictable behavioral consequences. While the focus of ADHD intervention has historically focused on the negative aspects of these predictable behaviors, students with ADHD possess a host of positive, adaptive, and extraordinary capacities. Equipped with this new knowledge about the nature of ADHD, this learning experience explores how the ADHD brain works differently from non-ADHD brains and provides multiple practical strategies for enhancing ADHD strengths and effectively meeting ADHD inspired needs for learning and behavior. Participants learn how to become “the surrogate frontal lobes” for their ADHD students and how to change their view of ADHD from a purely behavioral disorder to a unique brain construct that can be accommodated with highly successful outcomes. This session provides strategies for middle school and high school students.
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