​Over the past nine years, we’ve cultivated a meaningful partnership with Horace Mann Elementary in Oakland, CA, enabling us to support the school community through an on-site clinician providing school-based clinical services. Last year, we expanded our traditional outpatient clinical model—previously focused on individual and group therapy for students—to include a Student Support Assistant (SSA). The SSA provides behavioral and social-emotional push-in support on campus, working collaboratively with the clinician. This combined approach of individual therapy and in-class behavioral support has proven to be an effective and holistic strategy, earning positive feedback from school staff, students, and families.
This SSA role at Horace Mann is particularly unique in our program, as it bridges support during the school day and in the After School Program. During the day, the SSA offers push-in behavioral support, focusing on challenging transitions and helping students practice coping skills in real-time classroom settings. After school, the SSA facilitates social skills groups for students referred through the school’s Coordination of Services Team (COST). For example, the SSA has successfully led a 4th-grade girls' group centered on self-esteem and establishing healthy boundaries.
This year, the SSA has been provided with her own dedicated space on campus, which she has transformed into a bright, welcoming, and therapeutic environment that the kids love. In this space, she facilitates social skills groups twice a week, daily lunch bunches and provides individualized support to students, helping them de-escalate and practice their coping skills.
Our Seneca team has also deepened its integration into the Horace Mann community over the years. We’ve been honored to participate in school events such as the Community Health Fair and Family Night, where we share mental and behavioral health resources with the school community and families. These opportunities have further strengthened our connection to Horace Mann and reinforced our commitment to providing comprehensive, student-centered support.

Blog By: Tiana Dudley, Director of School Partnerships

​Having intentional check-ins in meeting spaces is often an overlooked method of fostering a culture of inclusion and belonging. A well thought out check-in allows participants to feel heard, valued, and supported, ultimately increasing engagement and productivity. When approached through the lens of DEI (Diversity, Equity, and Inclusion), these check-ins can be used as a tool for ensuring that diverse voices are acknowledged and respected within any space. DEI refers to the practices and policies that promote the fair treatment of individuals regardless of their various markers of identity that may be subject to systemic inequality such as race, gender, sexual orientation, disability. Creating a check-in process that actively incorporates DEI principles supports with identifying and addressing potential barriers to full participation, empowering individuals to contribute authentically in meeting spaces.
Some examples of DEI check-in questions are as follows:

• How do you define inclusion? What does it mean to you in a workplace scenario?
• What do you do to continue learning and educating yourself?
• Do you feel confident that you are able to raise your opinions at work?
• What do you feel is important for others to know about your cultural background?
• Do you feel your unique strengths are recognized and utilized within your role? Why or why not?

A DEI-driven check-in can ensure that everyone within a space has equal opportunity to share their own thoughts, experiences, and perspectives. For example, check-ins that ask participants to reflect on their personal experiences with inclusivity or to share anything they need to feel supported can bring deeper insight into how individuals are feeling and what they might need to fully engage in the space. These intentional check-ins not only highlight the importance of diversity to everyone participating but foster a more inclusive environment where everyone feels empowered to participate. Incorporating DEI principles into check-ins is a practice many meeting spaces within the behavior strand have adopted, which has ultimately lead to more meaningful and productive conversations.

Blog By: Justin Vizinau, Behavior Supervisor

​Going into our 2nd year of partnership with Castlemont Elementary School we started off this year with a ‘Back to School Retreat Day’ for our Counseling Enriched Classroom (CEC) program consisting of our Seneca staff team (therapist, student support assistants, supervisors) along with school district staff. This was a way for us to come together to celebrate our successes and progress over the past year as well as acknowledge the challenges and areas of growth to strengthen our communication, understanding and collaboration with one another. Providing safe, inclusive, and fun learning spaces for our students means also continually bringing intentionality in creating this environment for the adults who work together on this team. We started the day with a mindfulness grounding exercise led by our Seneca school based therapist and then engaged in a powerful icebreaker ‘Just By Looking at Me’ where each of us took turns to share the vulnerable aspects of ourselves others may not know or see from the outside, helping to build empathy and  understanding with one another. As always, in the beginning of the school year, we felt it was also important to ground ourselves in the Unconditional Education (UE) model to remember our purpose, values and mission in supporting the students. We then reviewed over CASEL 5 SEL (social-emotional learning) core competencies and each picked one we felt aligned with to focus on intentionally this year for team. From this, we created community agreements to hold in all our spaces with one another and reflected on our overall Team Journey of Life, identifying the successes and obstacles we have overcome as well as the ongoing dynamics and challenges we will face on the horizon. One of the intentions behind this particular activity as outlined beautifully by the authors (McParland et al., 2022) of the article ‘Narrative therapy approaches to team away days: creating communities’ is ‘to give space to acknowledge that the journey has not always been smooth, whilst also providing hope and a pathway for the future’. Each of us have unique qualities and skills we bring and it is important to remember especially in times of tension/stress how we are stronger together with our different ideas and perspectives, shifting narratives we may hold about ourselves or others and to connect, transform and strengthen our team identity. 

Blog By: Jennifer Lin, Clinical Supervisor

Position: Student Support Assistant

What led you to your current position? As a recent graduate who has spent much of my college years working with kids and youth, I knew I wanted to continue supporting and guiding young people through their developmental journeys. This position offers the perfect opportunity to help students recognize their potential and bring out the best in themselves.

What inspires you to do this work? The perseverance, strength, and growth my students show every day, despite their challenges, inspire me. Their resilience is a constant reminder of how rewarding this work truly is, and it keeps me motivated to be a positive influence in their lives.

What is a recent highlight you’ve experienced in this role or an important lesson you've learned? Every day brings new challenges, victories, and opportunities for growth. I’m fortunate to witness my students' evolution, especially in their ability to reflect on their feelings and understand why they feel a certain way. Most importantly, seeing my students embrace self-awareness has encouraged me to prioritize my own self-care. This role has taught me that while the work can be demanding, I need to show up for myself just as much as I show up for my students. By taking it day by day and moving with intention, I’ve learned the value of balance in work.
​
Share your life motto or something unique about yourself. Focus on progress and growth rather than perfection. The results might not always be linear, but by acknowledging and celebrating the small victories along the way, I can see the bigger picture.

​ Dr Charles Drew College Preparatory in San Francisco is truly a gem. This elementary school is in their 5th year of partnership with Seneca and has been working hard to implement Positive Behavioral Interventions and Supports (PBIS). Drew was also our ONLY school partner to receive Platinum-level PBIS recognition with the state last year. How did they do it? To answer that question, all you need to do is visit their school store. When children at Drew demonstrate safe, responsible, and respectful behavior, they receive points through the PBIS Rewards app. Then, on a rotating schedule, each class has the opportunity to visit the Drew Store. The Drew Store is like Toys R Us in its hay-day merged with Groupon. The shelves sparkle with items appealing to all grade levels and interests. There is also a whole wall of "Experiences" that students can buy into with their points. These experiences range from VIP lunch to Lazer Tag, and they are largely run by our fabulous Unconditional Education Coach, Katy Krogstad. The Drew Store not only reinforces students for demonstrating positive behaviors, but it contributes to Drew's identity as a joyful, affirming place for children to learn and grow. We are so proud to be in partnership with Drew, and as their staff always say, spread the "Drew Love." 

Blog By: Jonathan Barnett Tugbenyoh, Director of School Partnerships

Position: Student Support Assistant

What led you to your current position? I want kids to grow up feeling safe and capable and realized that the best way for me to do that is to work with unconditional education in a formal school setting.

What inspires you to do this work? The kids are constantly inspiring me with how funny and creative and curious they are. I look forward to seeing that each day and watching them develop those qualities over the long term.

What is a recent highlight you’ve experienced in the work or an important lesson you’ve learned in this role? Seeing my student become increasingly comfortable asking to play with other students, when he used to get sad about not being included in recess.
​
Share your life motto or something unique about yourself. I used to work in a cave.

​Several weeks ago, some colleagues and I lead a Professional Learning Community (PLC) centering around the importance of play in schools. The theme and it’s touch points have been lingering in my mind ever since. In a world that increasingly values academic achievement and measurable outcomes, it’s easy to overlook the simple yet profound role of play in a child’s development. Play, often seen as a break from learning, is actually an essential part of the educational process. Far from being a frivolous activity, play nurtures cognitive, social, and emotional growth in ways that traditional learning methods cannot. When integrated thoughtfully into the school day, play helps foster creativity, critical thinking, collaboration, and resilience.

Play isn’t just fun—it’s foundational for a child’s cognitive development. When children engage in pretend play, for example, they exercise their imagination, problem-solving skills, and ability to think abstractly. Activities like building with blocks, solving puzzles, or engaging in role-playing allow children to make connections between their ideas and the world around them. These types of play help children make sense of abstract concepts they may later encounter in their academic work, such as math, science, and language arts.

Beyond cognitive benefits, play is a critical aspect of social and emotional learning. Through play, children learn how to communicate effectively, collaborate with peers, negotiate, and resolve conflicts. These skills are developed naturally in group games or cooperative tasks, where children have to share, take turns, and support each other. Such social interactions help children understand empathy, respect, and the value of teamwork—skills that are essential not only in school but also in life.

Moreover, play provides children with the space to express their emotions and navigate complex social dynamics. Whether playing a game with classmates or engaging in imaginative play with friends, children practice emotional regulation, learn to manage frustrations, and understand how to respond to others’ feelings. These emotional competencies are vital for building self-confidence and resilience, both of which are key to thriving in a school environment.

Physical play is just as important as cognitive and social play. It allows children to develop fine and gross motor skills, coordination, balance, and strength. Running, jumping, climbing, or even something as simple as playing catch, all contribute to a child’s physical health and well-being. These activities not only promote fitness but also improve brain function, enhancing concentration and focus in academic tasks.

In a school setting, outdoor play provides a break from the sedentary nature of classroom learning. This physical release helps children expend excess energy, which can, in turn, improve their attention span and ability to focus when it's time for more structured learning.

In an ever-changing world that demands innovation, creativity is a skill that students must develop from an early age. Play, particularly unstructured play, nurtures creativity by allowing children to explore, experiment, and think outside the box. Through imaginative play, children can step into different roles, experiment with new scenarios, and come up with solutions to problems they encounter in their games. This flexibility in thinking lays the groundwork for creative problem-solving skills that will serve them in academic and real-world challenges.

In addition to fostering creativity, play also encourages curiosity. When children are given the freedom to explore without a specific outcome or goal in mind, they naturally ask questions and seek answers. This inquisitive mindset is the foundation of lifelong learning, a trait that schools should strive to cultivate in every student.
 
School can be a source of stress for children, especially as they face increased academic pressure, tests, and expectations. Play offers a healthy outlet for managing stress. By providing opportunities for children to relax and unwind through play, schools can help alleviate anxiety and prevent burnout. Playful activities allow children to momentarily disconnect from academic stress, helping to restore their energy and enthusiasm for learning.

The benefits of play on mental health are particularly important in today’s fast-paced, technology-driven world. By fostering environments where play is encouraged, schools can provide a sense of balance for students, supporting their overall well-being and happiness.
 
The importance of play in school cannot be overstated. Play is not merely a break from learning but an essential component of a child’s educational experience. It fosters cognitive, social, emotional, and physical development, while promoting creativity, stress relief, and a love for learning. Schools that recognize the value of play create environments where children are not only equipped with knowledge but are also empowered to think critically, collaborate with others, and develop the skills they need to succeed both in and out of the classroom.

As we approach the winter holiday season, channel your inner child, go out, and play!

Blog By: Daniel Perez, Program Director

​I am proud to highlight Cox Academy, an elementary school within the Education for Change Public School District, located in the vibrant East Oakland community. This year marks my first as the Behavior Supervisor for the Cox Behavior Team, and I've been impressed by the lasting partnership Cox Academy has with Seneca’s Unconditional Education (UE) program. This collaboration is grounded in shared values of Courage, Compassion, Collaboration, and a commitment to providing Unconditional Education to all students.
At Cox Academy, we take pride in nurturing student leaders who excel not only academically but also as socially aware individuals. Our school’s community is a rich tapestry of dedicated educators, all working together to support our students' growth. In partnership with Seneca’s passionate staff, we have worked hard to provide Tier 3 healing-centered services that prioritize social and emotional well-being, empowering our students to fully engage in their education.
Our support services include a Student Support Assistant and three Clinician Intervention Specialists, who are integral in supporting the emotional and behavioral needs of our students. Special recognition goes to Seneca’s clinicians—Roxas, Trinity, and Adrianna—who have received numerous shoutouts this year from the Cox community for their exceptional therapeutic services to both students and their caregivers.
Additionally, our SSA, Galen, along with our Paras—Alma, Dalia, and Miguel—work collaboratively to ensure consistency in the interventions provided to students, always offering each other unwavering support. 
I am excited to be a part of such a welcoming and warm community at Cox Academy, where the shared vision of Unconditional Care and Education for all students is at the heart of everything we do.

Blog By: Sanita McNeally, Behavior Supervisor

Position: I have the very unique opportunity to be working as the Integration community therapist also known as the newcomer therapist in the UE Berkeley. 

What led you to your current position? I’ve had the opportunity to support newcomers in fostering a sense of belonging, creating inclusivity, and uniting them to the communities around them. 

What inspires you to do this work? The resiliency and hard work my students bring into all aspects of their lives. Their perseverance makes my job meaningful and rewarding every single day.

What is a recent highlight you’ve experienced in the work or an important lesson you’ve learned in this role? Viewing the joy my students have being able to attend their first haunted house, going to the museum, seeing a UC Berkeley basketball game, or the simple the opportunity to cook pancakes is a reminder of the simplicity of life we sometimes take for granted. Witnessing the progress and success of our families as they navigate new systems and integrate into society has been deeply rewarding.
​
Share your life motto or something unique about yourself. My life motto is helping others if you would like to be helped. I strive to support my clients and families in the best ways possible with compassion, empathy, and kindness. ​

​I am so excited to share that our new Berkeley School Medi-Cal Therapy Program is up and running. We hit the ground running with a fantastic team that provides thoughtful therapeutic services to kids and families at 5 different school sites. We provide services at Longfellow Middle School, Martin Luther King Jr. Middle School, Willard Middle School, Sylvia Mendez Elementary, and Berkeley Technology Academy. Each site is unique and special in its own way with at least 1 therapist assigned to each site. Our team is dynamic, kind, thoughtful, invested in the well-being of the program, the students, families, school partners and each other.

As the new school year began back in August, we started with zero clients and  through collaboration with each school’s administration team to develop referral pocesses, we are now proudly serving 30+ students and running 3 groups, with more plans of expansion in the coming months. We have principals hugging us at the end of meetings and thanking us for our partnership, BUSD district partners emailing appreciation for our presence at their school sites, and most importantly students who are dropping by the therapist’s office to seek out support from them and families asking for us to work with them. We started this program less than 4 months ago and already have made a positive presence, thanks to the care and commitment of each person on our team making that effort and impact. We like to say that we are “small BUT mighty!”

​As part of our commitment to building a strong and connected community with each other, we have scheduled team outings, including an initial FUN DAY to kick off the school season. We went Axe Throwing in Berkeley (not all team members are in the photo, some joined later in the school year). This team has come together to not only provide such important quality care and collaborative partnerships, but also care in building connection with each other and having fun along the way. As they say, “Team work, makes the dream work,” and this team is proof of that motto. 

Blog By: Eidit Choochage, Director of School Partnerships