School disciplinary action is a strong predictor of student academic performance and high school completion.  Less education can lead to fewer opportunities for high-paying employment that provides health insurance and access to other social support. 2022 NC SHIP, pg. 36.

“Trauma-informed school-wide interventions are associated with decreased office discipline referrals, physical aggression incidents, and out-of-school suspensions.” Suspensions are often linked to adverse childhood experiences (ACEs). Blodgett & Dorado (2016) reviewed the literature for trauma-informed school practice and alignment with educational practice.8  Communities with higher ACE scores had “higher rates of suspension and unexcused absences and lower rates of graduation from high school and progression to post-secondary school than communities with relatively low prevalence of ACEs.” 2022 NC SHIP, pg. 39

• Develop collaborative learning groups for schools to share best practices
• Develop statewide system of restorative justice programs
• Enhance recruitment and retention efforts for black and brown educators
• Include suspension rate in measures of school quality
• Promote non-exclusionary approaches to discipline
• Provide informational resources for schools on how to reduce disciplinary actions
• Train teachers, administrators, school resource officers, and others working with students on implicit bias

NC Department of Public Instruction

• Economic Mobility: Job market (income); Savings rate; Ownership (home, business, investment)
• Study the Road to Zero Wealth - https://ips-dc.org/report-the-road-to-zero-wealth/
• Study Economic Mobility https://scholar.harvard.edu/files/hendren/files/mobility_geo.pdf
• DHHS, in partnership with a diverse set of stakeholders, developed a standardized set of SDOH screening questions.
  • Food insecurity
  • Housing instability
  • Lack of transportation
  • Interpersonal violence

https://www.ncdhhs.gov/about/department-initiatives/healthy-opportunities/screening-questions