ODL 441: Belonging by Design: School Strategies for Re-Entry, Connection, and Resilience

Created On:  09/29/2026                   

Target Audience:

This course is targeted for social workers, psychologists, and counselors.

Instructional Level:

Beginner

Overview:

Students returning to school after crisis, detention, family disruption, housing instability, or other significant life challenges often face barriers to connection, engagement, and academic success. Helping professionals in schools play a critical role in helping these students re-enter school communities with dignity, support, and a renewed sense of belonging. This training will explore practical, relationship-centered approaches that promote student connection, strengthen school climate, and improve outcomes for vulnerable youth.

Through a focus on restorative practices, trauma-informed schools, positive school culture, and cross-system collaboration, participants will examine strategies for creating inclusive environments where students feel seen, supported, and empowered. Special attention will be given to students with complex needs, including unaccompanied youth and those returning after crisis or systems involvement. Attendees will leave with tools to foster belonging, support successful re-entry, and build stronger pathways between students, families, schools, and community partners.

Course Objectives:

By the end of the session, the participant will be able to:

• Identify common barriers to school re-entry, engagement, and belonging experienced by students returning after crisis, detention, family disruption, or other significant challenges.
• Describe trauma-informed and restorative approaches that support student connection, emotional safety, and successful reintegration into the school environment.
• Examine strategies for building a positive school culture that promotes inclusion, trust, and belonging for vulnerable and marginalized student populations.
• Apply practical  interventions to support student re-entry, strengthen relationships, and improve engagement and attendance.
• Recognize the importance of cross-system collaboration among schools, families, and community partners in addressing the needs of unaccompanied youth and other students facing complex circumstances.
• Develop action-oriented ideas for strengthening school-based systems and practices that foster resilience, connection, and student success.

Presenter:

Lori Carmack, MSW, LMSW, LSSW

Licensed Master Social Worker | Licensed School Social Worker/ Mental Health Clinician | Youth & Family Advocate

With over 20 years of experience in the school system, Lori has dedicated her career to supporting youth and families. She has extensive experience with the McKinney-Vento Act, Juvenile Justice, mental health counseling, suicide prevention, and risk assessments. Lori has been instrumental in developing community partnerships to enhance mental health services, support students experiencing homelessness, and address the basic needs that are essential for student well-being and support. 

Lori built a school social work program aligned with the School Social Work Association of America’s (SSWAA) National School Social Work Practice Model. Her leadership in creating this framework, along with her expertise in grant writing and retention efforts, has earned her both state and national recognition.

Passionate about creating sustainable change, Lori continues to advocate for school social work services that align with the updated SSWAA Practice Model 2.0 to promote equity, evidenced-based practice, and systemic support for the whole child.

Nick Swanson, LMSW, School Social Worker and Adjunct Professor

Nick Swanson, LMSW, is a school social worker for the Mississippi Bend Area Education Agency, based out of Bettendorf, Iowa. He has been a school social worker, serving schools for over ten years. Prior to his work in schools, he was a mental health professional at a residential facility for at-risk youth. He is an adjunct professor at St. Ambrose University in Davenport, Iowa. Nick’s focus in schools includes building systems to support social-emotional behavioral needs of students, providing direct services to students and families, and evaluating and supporting students within special education. His work has included great attention on improving practices and policies within districts, and increasing therapeutic supports in schools.