Tuesday: July 11

Spark meaningful conversations with a braindate. Virtual braindates are knowledge-sharing conversations that you book with others to have one-on-one or in small groups on the Braindate app/platform. They’re the best way to connect with, learn from, and have terrific conversations with new people—all virtually.

Child trafficking is a pervasive public health threat directly impacting the health, safety, and well-being of students throughout America (Doiron & Peck, 2022). Alarmingly, despite school nurses' auspicious position to intervene, mitigate risk, and advocate for the pediatric population with health disparities and vulnerability to human trafficking in the school setting, school nurses are consistently underrepresented in human trafficking training, prevention, education, and collaborative efforts (Doiron & Peck, 2022). Moreover, few protocols, toolkits, or resources exist in practice to guide school nursing education and response efforts toward human trafficking (Doiron & Peck, 2022). As part of a select group of healthcare providers who frequently interact with at-risk students, school nurses are well-positioned to identify and respond to those vulnerable to exploitation (Fraley & Aronowitz, 2017). Our presentation anticipates equipping school nurses with the necessary training and resources to recognize, prevent, and respond to child trafficking (Fraley & Aronowitz, 2017). Our presentation will review the different types of human trafficking, the prevalence at a national and global level, potential signs of human trafficking, the multi-disciplinary care model for victim identification and recovery, the immediate healthcare needs of identified victims, aspects of a trauma-informed response, and the new Administration for Children and Families (2022) Office on Trafficking in Persons Toolkit for Building a Human Trafficking School Safety Protocol (HTSSP).

This session will provide an overview of how school nurses can utilize the American Academy of Pediatrics (AAP) Enhancing School Health Services through Training, Education, Assistance, Mentorship, and Support (TEAMS) Program, a CDC-funded initiative to improve school health services, in their district or state and how it connects to all 5 key principles of NASN’s Framework for 21st Century School Nursing PracticeTM. Presenters will provide background on the program, explain the TEAMS program framework, which provides an approach to improving school health services through a team-based, strategic action planning and implementation process, and share how attendees can access tools and resources to support the implementation of the TEAMS program within their state or district. The session will include information on how to use the AAP’s newly updated Health Services Assessment Tool for Schools (HATS), developed in collaboration with the National Association of School Nurses and many other collaborators; to assess district and/or state school health services policies and practices; evaluate school health services and infrastructure to support those services; prioritize areas for improvement; and track improvements in school health services over time.The session will also utilize a case study from Duval County Public Schools’ Director of School Health Services to demonstrate how participation in the TEAMS Program and using the HATS helped improve their districts’ health services.The session will focus on providing resources on TEAMS and HATS to enable participants to identify and prioritize key areas for health services improvement and develop an action plan to address those areas.

This session will provide an overview of Behavioral Threat Assessment and Management (BTAM) as a recommended violence prevention strategy in K-12 schools. By attending, you will increase your understanding of what BTAM is and what it is not. You will also identify key research findings that support this approach to not only manage threats of targeted violence but also identify students in need of support. You will have an increased understanding of the role that school nurses play in this process, as they are often the initial point of contact with students in need of support often identified through avoidance behavior of psychosomatic symptoms. A discussion will take place throughout the session on the pathway to violence and identify points of intervention to remove students from that pathway. We will share our experience in developing a multi-phase integrated Maine model to prevent targeted violence. By the end, you will increase your understanding of the functions of a BTAM team as a unit and identify the roles of individual team members.

Spark meaningful conversations with a braindate. Virtual braindates are knowledge-sharing conversations that you book with others to have one-on-one or in small groups on the Braindate app/platform. They’re the best way to connect with, learn from, and have terrific conversations with new people—all virtually.