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Evanston districts report declines in disciplinary incidents and higher student engagement after SEL work and phone limits
Summary
Presenters from ETHS and District 65 said social‑emotional learning work, tiered supports and a Bell‑to‑Bell no‑cell policy at the high school corresponded with higher teacher reports of engagement and drops in behavior incidents and harassment.
District 65 and ETHS staff presented aligned social‑emotional learning (SEL) approaches, data from universal screeners and early outcomes from new high‑school practices at the joint meeting.
Dr. Tayah Kinsey, assistant superintendent/principal at ETHS, and Brian Harris, manager of culture and climate for District 65, described SEL professional learning, restorative practices training and multi‑tiered systems of support (MTSS) being implemented across K–12. They said schools are expanding universal screeners (SABERS and Panorama), restorative practices training for staff and targeted interventions for students with higher needs.
The presenters gave several outcome figures they said reflected early gains. ETHS staff reported that teachers’ classroom engagement ratings rose (89% of teachers said they were effectively building relationships), and that student sense of belonging rose from 51% in school year 2023–24 to 58% in 2024–25. School discipline metrics showed declines: overall incidents dropped from 1,201 in 2022–23 to 623 in the current year at the time of the report; students with IEPs saw incidents decline from 1,604 to 1,009, with high‑severity incidents dropping from 360 to 301.
Presenters attributed part of the shift to the Bell‑to‑Bell no‑cell phone policy instituted at ETHS: staff reported 91% of teachers observed increased student engagement in classwork and discussion (up from 53% in 2022), and students reported higher rates of peer interaction and relationship building.
Administrators also noted investments in mental‑health staff, face liaisons who work in feeder patterns, expanded suicide‑prevention screening and fentanyl‑awareness training as part of a broad strategy to build belonging and safety.
Board members and student representatives praised the emphasis on early transitions and on connecting students to adults in the building as preventive work. District leaders said they will continue to monitor data and expand training across staff and grade levels.
