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Emotional Security in Schools

How students feel when they are in school shapes their learning and development. By effectively addressing emotional security in schools, teachers can help their students become more open to and engaged in learning, staff will be more cognizant of the individual needs of students, and risk prevention strategies will automatically be in place. This course is designed to develop an in-depth framework of emotional security in schools as we believe it needs to be deeply embedded into school culture. This course will provide strategies for implementing emotional security into a school system for all students and staff.

Carlow University ED 649 • Madonna University EDU 5960.35 •

Mercy University EDUT 523


The required text for this course is The Emotionally Connected Classroom: Wellness and the Learning Experience by Bill Adair.


Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

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Course Schedule

  • 1/9/24 - 4/9/24
  • 3/12/24 -6/11/24
  • 5/14/24 - 8/13/24
  • 7/9/24 - 10/8/24
  • 9/10/24 - 12/10/24
  • 11/12/24 - 2/11/25



  • Introduce yourself to the instructor.
  • Explain why this course is of interest to you and how it connects to your current or desired professional role.

Module 1: Overview of Emotional Security


  • Begin to develop a working definition of what emotional security is.
  • Identify why emotional security is vital for school staff and students and how it differs for each.
  • Detail the differences between physical security and emotional security.

Module 2: Why is Emotional Security so Important Right Now?


  • Compile research detailing the escalation of violence in schools.
  • Assess how bullying and cyber-bullying affect a student’s feelings about school.
  • Evaluate the impact of teacher evaluations, in connection to their emotional security.
  • Compare the connection between the lack of a student’s emotional security at school and their decision to drop out, or engage in self destructive behavior.


Module 3: Barriers to Emotional Security In Schools


  • Discuss ever increasing academic demands and standards.
  • Assess the impact emotional security implementation has on school budgets.
  • Identify parent push back: when a parent feels it’s not the schools job to work on the emotional components of their child’s development.
  • Explore and evaluate the strong emphasis on physical security in schools.

Module 4: School Climate


  • Develop a working definition of school climate.
  • Research the different comprehensive assessments used to evaluate school climate.
  • Appraise the major components of school life that are integral for the existence of a positive school climate: Safety, Relationships, Teaching and Learning, Environment and Organizational Patterns.

Module 5: Social Emotional Learning Competencies


  • Develop an understanding of Core Social Emotional Competencies
  • Explain how self awareness, self-management, social-awareness, relationship skills and responsible decision making skills specifically affect emotional security.

Module 6: Crisis Preparedness and Response


  • Explain the way in which crisis “practice,” (lock down drills, fire drills), impacts staff and student’s emotional security.
  • Defend the importance of an effective crisis team at school.
  • Recommend appropriate roles and responsibilities of the school crisis team.
  • Evaluate response strategies after crisis and the impact of those strategies on students and staff.

Module 7: The Traumatized Student


  • Develop strategies for identifying traumatized students.
  • Explain the importance of assisting traumatized students.
  • Determine sources of trauma (home, school, community or globally). 
  • Assess impacts of trauma to the identified student, that student’s teacher and to that student’s class.

Module 8: Strategies to Promote Emotional Security


  • Determine strategies that have a positive impact on development of emotional security for each individual at the school as well as the school as a whole community.
  • Compare components of Character Education Programs, Conflict Resolution Programs, Check in/Check Out Programs, and School Wide Positive Behavior System Programs.

Module 9: It’s All About Relationships


  • Determine why healthy relationships are at the CORE of emotional security.
  • Explain the need for every student in a school to have a positive connection with at least one adult and one peer in their school.
  • Discuss how empowering students and staff will help them to make healthier connections.
  • Recommend quick and easy skills that go a long way in the development of positive relationship building in schools on a daily basis.

Module 10: Moving Forward


  • Create a unit of study that integrates technologies and best practices from this course in a K-12 classroom.
  • The unit of study will include a detailed lesson plan, Web resource Hotlist, rubric for grading, and multimedia presentation.
  • Discuss the definition of emotional security in schools.
  • Determine current barriers leading to the decrease of emotional security in schools.
  • Assess how emotional security of school staff translates into their work with students.
  • Develop an awareness of how school climate affects emotional security.
  • Evaluate positive and negative links to physical security as they impact emotional security.
  • Compile and select effective relationship building strategies for student to student, staff to student and staff to staff relationships.
  • Explain the importance of creating emotional security for traumatized students.
  • Evaluate research findings related to positive outcomes of emotional security in schools.
  • Create clear steps and strategies to promote emotional security in school.
Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.  

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner. 

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI. 

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information. 

Student Academic Integrity
Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.