At Murray City School District (MCSD), we firmly believe that a safe, supportive, and healthy environment is the bedrock of effective learning and professional growth. The well-being of our students and staff is not just a priority; it is a fundamental commitment embedded in the Murray Board of Education’s Five-Year Strategic Plan. We recognize that amidst the myriad of new challenges facing education today, fostering a secure and nurturing atmosphere is essential for every individual to thrive.

Our Commitment to a Thriving Community

Our strategic goals for Student and Staff Safety and Wellness by 2030 are clear and driven by a deep understanding of their impact on overall success:

• Decreasing Chronic Absenteeism: We aim to decrease the percentage of students who are chronically absent by 10% by 2030, as measured by attendance data. Chronic absenteeism, defined as missing 10% or more of school days for any reason, is a critical indicator of student disengagement and can significantly impede academic progress. Research consistently demonstrates that chronic absenteeism, even at early grades, is linked to lower academic achievement in reading and math, decreased graduation rates, and long-term negative outcomes (Attendance Works, n.d.; U.S. Department of Education, n.d.). By reducing this rate, we not only ensure students are present for vital instruction but also re-engage them with the school community. For example, our targets project a reduction in elementary chronic absenteeism from 21% in 2026 to 11% in 2030, and in secondary from 40% to 30% over the same period.
• Maintaining Positive Behavior Support Plans: We are committed to maintaining positive behavior support plans in all schools and increasing implementation fidelity as measured by yearly positive behavior support plan reporting. We aim for 100% of our schools to have fully implemented Positive Behavior Intervention and Support (PBIS) systems throughout the duration of the strategic plan. PBIS is an evidence-based, tiered framework that supports students’ behavioral, academic, social, emotional, and mental health (Center on PBIS, n.d.). Studies show that when implemented with fidelity, PBIS can lead to improved social-emotional competence, academic success, a more positive school climate, and significant reductions in disciplinary referrals (McIntosh et al., 2023; Pas et al., 2019).
• Prioritizing Overall Well-being: We are dedicated to prioritizing and promoting the safety, well-being, and personal growth of all students and staff, measured by the prevention resources available in the district. This comprehensive approach recognizes that mental and physical health are integral to success.

Evidence-Based Strategies for a Supportive Environment

Our strategies are rooted in best practices and research to create a truly supportive ecosystem:

• Implementing Evidence-Based Strategies to Improve Attendance: We will leverage proven methods to address the root causes of absenteeism, moving beyond punitive measures to engaging students and families. This may include early warning systems, mentoring programs, and direct family outreach, which have shown success in improving attendance (U.S. Department of Education, n.d.).
• Professional Learning for Engaging Students: We will invest in ongoing professional development for our teachers, equipping them with innovative engagement strategies that foster a sense of belonging and make school a place where students want to be. Research indicates that teacher engagement strategies can significantly impact student attendance and academic outcomes.
• Fully Implementing PBIS Systems: Our commitment to a fully implemented PBIS system in every school means proactively teaching positive behaviors, establishing clear expectations, and consistently reinforcing desired actions. This framework helps create predictable, equitable, and safe learning environments where everyone can thrive (Center on PBIS, n.d.).
• Expanding Access to Wellness Programs: Recognizing the growing need for comprehensive support, we will expand access to critical wellness programs. This includes robust physical education, and significantly, enhanced mental health services and social-emotional learning (SEL). School-based mental health services are critical for increasing access to care, with research showing they can reduce self-reported suicide attempts and positively impact student well-being (Currie et al., 2023). Furthermore, universal SEL interventions have been found to improve social and emotional competence, reduce mental health issues, and even boost academic performance (Durlak et al., 2011; OECD, 2021).
• Utilizing Surveys for Continuous Improvement: We will regularly utilize tools like the USBE Climate and Educator Engagement Surveys to gather valuable feedback. This data will guide our continuous improvement efforts, ensuring our strategies are responsive to the evolving needs of our students and staff.

By prioritizing Student and Staff Safety and Wellness, Murray City School District is building a community where every individual feels secure, supported, and empowered to reach their full potential. This commitment is not just about addressing challenges; it’s about proactively fostering an environment where well-being is paramount, and where every student and staff member can truly flourish.

References

• Acadience Learning. (n.d.a). Acadience Reading K-6. Retrieved fromacadience learning https://acadiencelearning.org/acadience-reading/k-grade6/
• Acadience Learning. (n.d.b). Pathways of Progress™. Retrieved fromacadience learning
• Attendance Works. (n.d.). The Problem: Chronic Absenteeism. Retrieved from attendance works
• Center on PBIS. (n.d.). What is PBIS? Retrieved from pbis
• Currie, J., Golberstein, E., & Meara, E. (2023). Effects of School-Based Mental Health Services on Youth Outcomes. Journal of Human Resources, 59(Supplement), S256-S289.
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
• McIntosh, K., Santiago-Rosario, M. R., Izzard, S., Cohen-Lissman, D., & Calhoun, T. E. (2023). Is Positive Behavioral Interventions and Supports (PBIS) an Evidence-Based Practice? Center on PBIS, University of Oregon.pbis
• Murray City School District. (2025). Five-Year Strategic Plan. (Internal Document).
• Organisation for Economic Co-operation and Development (OECD). (2021). Fostering students’ social and emotional skills: Insights from the OECD Survey on Social and Emotional Skills. OECD Publishing.
• Pas, E. T., Bradshaw, C. P., & Hershfeldt, P. A. (2019). School-wide positive behavioral interventions and supports (SWPBIS) in elementary and middle schools. In S. K. Lauchlan & J. L. Carr (Eds.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (Vol. 4, pp. 1530-1533). SAGE Publications.
• U.S. Department of Education. (n.d.). Chronic Absenteeism. Retrieved from ed dot gov
• Utah State Board of Education. (n.d.). Utah’s Portrait of a Graduate. Retrieved fromschools dot utah