Candidate emphasizes social‑emotional learning, PBIS and adult mindset to address student behavior and mental‑health barriers

Tyrone Brookens, a finalist for superintendent, described a layered approach to student mental‑health and behavior challenges that emphasizes an explicit SEL curriculum, consistent language across grade bands, adult professional learning and family engagement.

Brookens said sites the panel visited displayed PBIS signage and common expectations but he would press for intentional, curriculum‑level SEL work and metacognition instruction so students learn to “think about their thinking.” He recommended teaching frameworks such as Conscious Discipline and moving students from a survival state through an emotional state to an executive state so they can make better decisions in class.

Why it matters: social‑emotional supports and consistent behavioral frameworks can affect classroom climate, discipline rates and student learning outcomes.

Brookens proposed providing teachers with time and tools (for example, releasing teachers for one‑on‑one student work while someone covers instruction), reinforcing SEL language from kindergarten through high school and making parent outreach part of the system so families can learn the same language and support strategies at home.

He emphasized the need for continuous training, measurement and regular communication rather than one‑time workshops, and suggested principals and the superintendent model the language districtwide. No new programs or hires were committed in the interview; Brookens described priorities and approaches he would explore if hired.