In partnership with students, parents, teachers, and the community, we believe in educating the whole child and cultivating resourceful, resilient citizens. By teaching and modeling social, emotional, and academic skills in a nurturing learning environment, we aim to develop these skills in our students as we help them become positive contributors to their society.

• Self-Awareness = Growth Mindset

• Self-Management = Emotional Regulation

• Social Awareness = Empathy

• Relationship Skills = Communication

• Decision-Making = Ethical Responsibilities

In DSISD, we believe*:

• Social-emotional wellness is not a program, but day-to-day connected interactions.

• Social-emotional wellness is equally as important as academics.

• Social-emotional wellness has positive long-term positive effects on the whole community of students, teachers and parents.

• Academic success is a direct result of healthy mindsets. 

• We believe in educating the whole child by instilling self-awareness and self-management; growing social awareness and relationship skills, all while promoting responsible decision-making.

*Developed by 2020 DSISD SEL Advisory Board

The goal of the DSISD mental health initiative is to empower students and families to become well-adjusted, happy and healthy humans. In order to reach this goal, the district is in the early stages of developing a community-oriented program that employs a holistic approach to tiered social-emotional wellness and mental health care for all DSISD children, staff, and families.

The program includes:

• Access to mental health services in order to decrease the prevalence of mental illness and suicide attempts.

• Prevention and early intervention services related to mental health issues at campuses, including support outside of the regular school day.

• Innovative approaches for focusing resources to support vulnerable children and their families, especially those with limited access to quality health services.

• Cooperation among community organizations, agencies, families, and pediatric health professionals to achieve self-sustaining programs to assure healthy children and families.

• Meaningful relationships among students and teachers in a purposeful effort to promote, restore, maintain, and enhance the well-being of individuals and families.

• Networking opportunities to leverage resources, influence public policy and service delivery, and promote professional development.

The development of the mental health initiative would not be possible without the dedicated stakeholders and financial support from the Dripping Springs Education Foundation.