What's New

September 2014


  • Supporting Unaccompanied Children in U.S. Schools - Registration now open!  On September 18 from 2-4PM EST BRYCS and USCCB's Children's Services will host a free Webinar. With the new school year underway, communities nationwide will begin to notice a new population of undocumented children within their schools and may be perplexed at how to assist these children and their families. This Webinar will provide an overview of current humanitarian crisis and information regarding school enrollment including some of the challenges and best practices. Finally, since many of the children have experienced some type of trauma prior to coming to the U.S., we will offer an introduction to trauma-informed education. (Please note: Limited to 500 participants)
  • National Welcoming Week will take place September 13-21 to highlight the contributions of immigrants to American communities and to bring together immigrants and long-term residents in a spirit of unity. Communities are encouraged to host their own local events!  
  • Welcoming the Stranger, a short video from the United States Conference of Catholic Bishops (USCCB), provides an overview of Migration & Refugee Services (MRS), the largest refugee resettlement agency in the world. MRS helps those who are being persecuted start a new life.


  • CWLA's National Kinship Conference "Building Communities of Caring for Children and Families" will take place September 17-19 in New Orleans, Louisiana. This conference is a call to bolster the collective knowledge of best practice, policy, program and service development, and to identify areas for further research.
  • A free online summit titled "Educating Traumatized Children" will take place September 30-October 10. The summit will bring together the best and latest on creating Trauma-Sensitive Schools.  Topics include how trauma impacts learning, recognizing attachment disorder in the classroom, teaching empathy, strategies for reaching traumatized children, and alternatives to traditional public school.    
  • The 2014 Migrant Education Program and English as a Second Language Conference "Education without Borders: Pursuing Excellence and Exploring Possibilities" will be held on October 15-17, in Harrisburg, Pennsylvania. This conference is open to school district, intermediate unit, private school, charter school, non-public school and career and technical center personnel, parents, community organizations and agencies, Migrant Education Program and ESL/ELL staff.  Exhibitor registrations are now being accepted.    
  • The 2014 National Refugee and Immigrant Conference: Issues and Innovations will take place October 23-24 in Chicago, Illinois. This conference aims to identify issues, emphasize best practices, and highlight innovations by providing those who work with refugees and immigrants an opportunity to learn from and network with one another.  
  • The 2014 National Immigrant Integration Conference will take place December 14-16 in Los Angeles, California. This year marks the seventh year of NIIC, creating a collegial space across the advocacy, policy, service, corporate, labor, and academic worlds for discussions of practical solutions for immigrant integration.  
  • Save the date! The 29th Annual Conference on the Prevention of Child Abuse will take place February 23-24 in Las Colinas, Texas. The Conference is designed to offer quality training and information on topics and model programs of interest to leaders in child abuse prevention: social workers, counselors, educators, child care and youth workers, law enforcement personnel, medical & legal professionals, foster parents, child welfare board volunteers, elected officials, and other interested child advocates.


  • Safe Places to Play Grants, from the U.S. Soccer Foundation, support soccer programs and field-building initiatives in the U.S. that keep children in underserved communities active, healthy, and safe. The deadline to apply is September 24.   
  • Active Lifestyle Youth Program Grants, from the Finish Line Youth Foundation, support opportunities for participation in youth programs that place an importance on youth development and an active lifestyle. Nonprofit organizations providing opportunities to youth ages 18 and under, especially those serving disadvantaged children and children with special needs are eligible to apply. The deadline to apply is September 30.
  • Home and Family Based Approaches for the Prevention or Management of Overweight or Obesity in Early Childhood, from The National Institutes of Health (NIH), is accepting applications from institutions and organizations that propose randomized clinical trials testing novel home- or family-based interventions for the prevention or management of overweight in infancy and early childhood. The deadline to apply is October 5.  
  • U.S. Department of Agriculture-School Wellness Policy Grants provide funds to conduct comprehensive school wellness policy surveillance at multiple levels, including state- and school district-levels. Non-governmental research institutions such as accredited institutions of higher education and/or non-profit organizations are eligible to apply. The deadline to apply is October 6.
  • 2014 Learning & Leadership Grants, from the NEA Foundation, support public school teachers, public education support professionals, and/or faculty and staff in public institutions of higher education to fund participation in high-quality professional development experiences, such as summer institutes or action research. All professional development must improve practice, curriculum, and student achievement. The deadline to apply is October 15.
  • The Grassroots Organizing for Social Change Program, from the Ben & Jerry's Foundation, offers general or project support to non-profit organizations throughout the United States working toward creating social change. The deadline to apply is October 15.      
  • Youth Empowerment Mini-Grants, from the National Association of School Psychologists, are available to student groups or individuals who develop projects that assist their students. Grants may be used for anti-bullying projects, appreciation for diversity projects, or any other program that focuses on student well-being.


Migration/Resettlement Awareness

  • Where Refugees to the U.S. Come From, from Pew Research Center, offers a look at the makeup of where refugees come from, a glimpse into global events, and the U.S.'s role in providing a safe haven for people around the world.  
  • Country Condition Reports on Sudan and South Sudan, from The National Partnership for Community Training (NPCT), are now available. These reports provide a historical timeline, brief descriptions of common forms of torture found, and a synopsis of the current conditions in each country.

For Refugee/Immigrant Children and Youth

  • Grandma Lives with Us teaches children about ethnic and religious diversity, about what Muslims believe and practice, and about the philosophy of Montessori education. (Description from source)

Cultural Orientation/Integration

  • New Roots in the Bronx, part of the International Rescue Committee's (IRC) web video series, follows Ah Lun, a refugee from Myanmar, and others as they put down new roots at two IRC-run community gardens in New York City and adjust to life in the United States.

Child Welfare/Families

Early Childhood

  • Volume One: Dual Language Learning, from the National Center and Linguistic Responsiveness (NCCLR), presents information to support Head Start programs working to maximize the development and potential of dual language learners (DLLs) and their families. It features resources that identify the unique factors that contribute to linguistic and school readiness skills of young children learning two or more languages and offer strategies for families and teachers to support home and English language development. Topics include teaching strategies, assessment of DLLs, and supporting culturally and linguistically diverse programs. (Description from source)


  • "Immigrant Students", a chapter from Supporting and Educating Traumatized Students: A Guide for School-based Professionals, offers a social ecological perspective on educating the most vulnerable immigrant children, emphasizing the interaction between a child and the environment, including the family, school, peer group, community, larger society, and country of origin. The book provides practical, effective, and implementable strategies and resources for adapting and differentiating instruction, modifying the classroom and school environments, and building competency for students affected by trauma.  
  • "In Pursuit of a New Perspective in the Education of Children of the Refugees: Advocacy for the 'Family'", from Educational Sciences: Theory and Practice, describes a qualitative inquiry into the experiences of Burmese refugee families with elementary schools in the U.S. and proposes a new perspective for serving the educational needs of refugee children. (Description from source)   
  • Guidance and Resources for Schools and Staff Working with Unaccompanied Minors, from Colorin Colorado, provides an overview of the situation and a number of related resources, including books for children and young adults.

Youth Development

  • Preventing Youth Violence: Opportunities for Action, a report from the Centers for Disease Control and Prevention (CDC), provides information, evidence-based strategies, and action steps to help community leaders and members, public health professionals, families, and young people reduce or prevent youth violence.

Health/Mental Health

  • The Refugee Services Toolkit (RST), from The National Child Traumatic Stress Network (NCTSN), is a web-based tool designed to help service system providers understand the experience of refugee children and families, identify the needs associated with their mental health, and ensure that they are connected with the most appropriate available interventions. The mental health and general well-being of refugee children and families can be impacted by multiple factors including their experience of trauma; stressors such as resettlement, acculturation, and social isolation; and strengths they may have that could contribute to resilience. Providers can use community resources and supports to build resilience and reduce stress in refugee families. (Description from source)  
  • Working with Unaccompanied and Immigrant Minors, from The National Child Traumatic Stress Network (NCTSN), includes a list of resources that may be helpful for those working with youth who have found their way to the States without the presence of a caregiver.


  • Promising Criminal Justice Practices in Human Trafficking Cases: A County-Level Comparative Overview, from the Center for the Human Rights of Children, Loyola University Chicago, identifies and synthesizes cases from 2005-2010 that involved human trafficking and developed at county-level law enforcement agencies and task forces across the United States. The study highlights cases involving minors in order to address distinct issues facing children who have been victimized by human trafficking and best practices in victim identification, case investigation, perpetrator prosecution, and service provision are included.

Program Development

  • The Program Manager’s Guide to Evaluation, from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, explains what program evaluation is, why evaluation is important, how to conduct an evaluation and understand the results, how to report evaluation findings, and how to use evaluation results to improve programs that benefit children and families. (Description from source)