With SHIP Support, Littlefork-Big Falls Launches Social-Emotional-Learning Curriculum

Educators in the Littlefork-Big Falls School District (ISD 362) recognized a need: increasingly, classroom behaviors were becoming barriers to academic success and overall wellbeing for their students. This need echoed a regional trend that teachers across Northeast Minnesota may be noticing in their own classrooms. And at Little-fork-Big Falls, they saw this as an opportunity to do more to support social-emotional learning (SEL).  

Across the 7 county Northeast Minnesota region, many 8th, 9th, and 11th graders are experiencing mental health challenges. According to the 2022 Minnesota Student Survey, 32% of students struggle with depression, 36% report feelings of anxiety, and 30% have experienced two or more Adverse Childhood Experiences (ACEs).  

There is a growing concern about this--whether you work with young people in the classroom setting, with youth individually, or as a parent managing the everyday reality of a young person who needs support.

Rising to meet this challenge, staff at Littlefork-Big Falls did their homework and explored SEL curriculum options. Character Strong rose to the top as a great fit for to supporting the wellbeing of their students. Aiming to improve behavior, increase safety, and support mental health, Character Strong focuses on key values like responsibility and gratitude. School Counselor Stephanie Turban led the charge, with backing from staff, administration, and the board.  

Meanwhile, Linnea Imhof, Public Health Educator and State Health Improvement Partnership (SHIP) Coordinator for Koochiching County was connecting with schools, looking for ways SHIP could help boost momentum and support the initiatives educators believed would make a difference for students. Character Strong clearly aligns with SHIP’s goal to improve mental health and wellbeing, so Linnea got to work helping Stephanie access and implement the curriculum.

The curriculum was in place by the beginning of this school year, and teachers are already reporting great feedback. Kindergarten students are thriving, picking up social skills that teachers say make a real difference in their day-to-day interactions. Turban herself teaches the curriculum at the high-school level and described how connection games engage older students, building relationships and positive environments in the classroom.  

Information about each month’s topic also gets sent home, giving families an opportunity to reinforce concepts that support mental wellbeing. In September, families were encouraged to explore the topic of respect by unplugging from devices and spending dedicated time together.  

“It shows Respect to practice being present in the moment without the distractions that can come from technology,” the flyer that went home to elementary parents explained. Imhof added, “It’s geared towards the students but really builds out a web into the whole community. The whole community can come together over these values and principles.”  

As the program progresses, student surveys and assessments will help track its impact. Imhof and Turban are optimistic, hoping that this initiative will support student wellbeing for years to come.