Resources

After a Suicide: A Tool Kit for Schools
Faced with students struggling to cope and a community struggling to respond, schools need reliable information, practical tools, and pragmatic guidance on what to do in the aftermath of a suicide.

This toolkit for middle and high schools was developed by the American Foundation for Suicide Prevention and the Suicide Prevention Resource Center (a project of Education Development Center, Inc.). It was created in consultation with national experts, resulting in a highly practical resource for schools facing real-time crises.

Raising Boys World
Renee’s Blog and Raising Boys World aims to "provide feedback on how to raise your sons into fantastic men."

For Parents

A Few Suggestions for Reaching Out to Your Son & Helping Him Succeed

The data doesn't lie: an involved parent is the best guarantee a child can have for a healthy, successful life.Boys and Schoolsrecognizes the many challenges and struggles parents face in trying to make a good life for their children. That's why one of our founding goals is getting the support and tools parents need to help their boys do better. Here are just a few ideas and suggestions for parents:

• Boys' reading tastes can be very different from that of girls. Even as toddlers, they prefer "action" to "romance." Seek out books that will appeal to boy's interests. (Some recommendations include Holes by Louis Sachar, The Great Gatsby, the Harry Potter books, and the Horatio Hornblower series.) Boys often enjoy non-fiction and literary non-fiction, and you might also encourage reading through magazines, newspapers, and even websites.
  
  
• Read aloud to boys, no matter what their age.
  
  
• Introduce daily reading rituals in the home, beginning with reading to your son, and later (when he begins to read) having him read at least some portion of the selection to you.
  
  
• Introduce regular writing rituals in the home, such as regular letters, thank you notes, e-mails, or a journal.
  
  
• Seek out a strong and positive preschool and kindergarten experience for your boy, being sure that the program in question is aware of gender-based learning differences and is prepared to provide the creative and timely interventions that may be needed to get a young student on the right track.
  
  
• Parents should try to become as active as possible in their son's education, staying in contact with teachers, volunteering when possible, and, where practical, re-enforcing school discipline systems in the home.
  
  
• Create a culture of high expectations, both academically and in terms of social maturity.
  
  
• Look for opportunities to draw character-building lessons, especially as they relate to what it means to be a man and how one might define being a, "good man."
  
  
• Be aware of the personality and behavioral indicators of serious emotional distress, and encourage boys experiencing such distress to verbalize and discuss their feelings in a non-judgmental setting. (Do not, however, pressure him to talk about his problems if he is not ready.)
  
  
• Clearly define expectations and routines.
  
  
• Avoid and discourage gender stereotyping, especially that which dismisses certain subjects and areas of learning as being, "for girls." (e.g. art, reading, etc.)
  
  

For Teachers

We demand so much from teachers, and yet fail to recognize the incredible difference that a good teacher can make in a child's life. The Boys Initiative believes that we owe teachers the resources, information, flexibility, and support that will help them respond to the needs of all children, giving them the best possible educational experience. Here are just a few suggestions for educators seeking ways to reach out and improve boys' achievement:

• Boys' reading tastes can be very different from that of girls. Even as toddlers, they prefer "action" to "romance." Seek out books that will appeal to boy's interests. (Some recommendations include Holes by Louis Sachar, The Great Gatsby, the Harry Potter books, and the Horatio Hornblower series.) Boys often enjoy non-fiction and literary non-fiction, and you might also encourage reading through magazines, newspapers, and even websites.
  
  
• Read aloud to boys, no matter what their age.
  
  
• Utilize manipulatives and environmental interaction as part of lessons, even outside of reading and writing.
  
  
• Allow opportunities for physical movement in the learning environment. Boys' lower serotonin and higher metabolism tends to result in more "fidgeting." Opportunities to move, whether during a short stretch/movement breaks, as part of the lesson, or even to help out (such as by asking a particularly restless boy to help pass out papers, etc.) will help stimulate the brain and calm restless behavior.
  
  
• Seek out mentors for boys, both from the community as well as from within the school system (pairing older boys with younger students, for example).
  
  
• Create a culture of high expectations, both academically and in terms of social maturity.
  
  
• Look for opportunities to draw character-building lessons, especially as they relate to what it means to be a man and how one might define being a, "good man."
  
  
• Be aware of the personality and behavioral indicators of serious emotional distress, and encourage boys experiencing such distress to verbalize and discuss their feelings in a non-judgmental setting. (Do not, however, pressure him to talk about his problems if he is not ready.)
  
  
• Clearly define expectations and routines.
  
  
• Look for ways to demonstrate the real-world relevance of lessons, especially related to science and social-sciences.
  
  
• Boys tend to think deductively, moving from general principles to individual cases. Help them absorb lessons by beginning instructional units with an overview of the big questions or issues that they can focus on as they learn the material.
  
  
• Avoid and discourage gender stereotyping, especially that which dismisses certain subjects and areas of learning as being, "for girls." (e.g. art, reading, etc.)