What's New

View and download webinars

Register for upcoming webinars

Schedule a Check-In

Stay tuned for upcoming workshops


The New York State Education Department and Board of Regents are committed to supporting students’ academic, behavioral, and social-emotional health. Social-emotional development plays a key role in the school environment. Research suggests it is associated with motivation to learn, commitment to school, time spent at school, and prosocial behavior.   Participation in programs that focus on prosocial skills can lead to improved academic performance and readiness for postsecondary education and employment.

To demonstrate an acknowledgement of these findings and commitment to this work, $2 million was allocated to create the Supportive Schools Grant Program (SSGP) in the 2018-2019 enacted State Budget. The purpose of these funds is to support initiatives within eligible districts across the state to improve school climate. The SSGP currently funds a variety of activities to increase student engagement, address barriers such as chronic absenteeism, suspension, dropout, bullying and violence, and implement evidence-based practices. The remaining funds were used to create the Safe and Supportive Schools Technical Assistance Center (SSS-TAC).

The SSS-TAC staff provide on- and off-site technical assistance and coaching to school teams in grantee districts. We also facilitate professional development, support the collection and analysis of school climate data, and assist in progress monitoring of short- and long-term goals.


For more information on the Safe and Supportive Schools Grant award, click here: (Link: http://www.nysed.gov/news/2019/state-education-department-awards-16-million-safe-and-supportive-schools-grants)



Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011), The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82: 405–432.

Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early Social-Emotional Functioning and Public Health: The Relationship between Kindergarten Social Competence and Future Wellness. American Journal of Public Health, 105, 2283-2290.



Helpful Links

Below are links to information you may find helpful.  Please click on any link below to visit other websites with helpful content.  

NCC Supp Sch Disc logo.png
Mentor NY logo.png
SSS-TAC Newsletter

Click the icon below to view and download the newsletter.

SSSTAC Newsletter Jan 2020_Page_1.jpg
Subscribe to the SSS-TAC Website!
In The News
Schools ramp up efforts to prevent, reduce impact of adverse childhood experiences

Part of the original ACEs study, Kaiser Permanente is among those working to build resilience in students and adults, though screening concerns remain.  

Dec. 12, 2019

Promoting Attendance by Building Trust, One Student at a Time

In his 28 years in the classroom, South Carolina teacher Jeff O’Shields has learned that sometimes the smallest moment of connection with a teacher makes the biggest difference to a student. So every time he sees a chance to connect, he takes it – and builds up the trust that keeps students coming to school.

Dec. 11, 2019

The quest to help traumatized children learn

Philadelphia is working hard to become a trauma-informed school district, but helping teachers acquire the needed skills and mindset is costly and complex.

Mar. 21, 2018

© 2019 

 41 STATE STREET, SUITE 403    ALBANY, NY  12207   

518 . 427 . 9840  Ext. 216