Lynass, Walker & McDowell offer one of the most comprehensive texts to demonstrate the power of Multi-tiered systems of support (MTSS) in post-2020 education. The concepts described throughout the text offer educational leaders the opportunity to take the many initiatives, pressures, and passions they face and find ways to make them aligned, sustainable and culturally responsive. Highlighting the ways that practices connected to social-emotional learning, restorative justice, academics, and mental health can be provided in an equitable framework, Building Thriving School Communities Focused on Wellness and Equity by Leveraging MTSS serves as a cookbook for creating climates of belonging and success for every learner.

Nicole Hollins-Sims, author of Creating Equitable Practices in PBIS

Building Thriving School Communities Focused on Wellness and Equity by Leveraging MTSS brings a much-needed framework into clarity for school leaders. Adopting multiple programs, that may not fit together, or may compete for critical resources, is an inefficient, and often inequitable ‘model’ for supporting wellness and growing equity of opportunity and success. Drs. Lynass, Walker, and McDowell build off other important MTSS resources in this new ‘go to’ handbook on leveraging MTSS to create thriving, equitable school communities.

Jessica Swain-Bradway, executive director, Northwest PBIS Network

I have dedicated my career to the design, implementation, and evaluation of Comprehensive, Integrated, Three-tiered (Ci3T) models of prevention, with an emphasis on systematic screening. The intent of this integrated tiered system is to provide an effective, efficient system to (a) prevent academic, behavioral, and social and emotional well-being challenges from occurring and (b) respond effectively when challenges arise. As eloquently explained by Lynass, Walker, and McDowell, complex, integrated tiered systems when implemented as planned, create positive, productive, equitable, and joyful learning environments for students. These models create a collaborative context for educators, families, community members, and students themselves to meet students’ multiple needs in a manner that also protects educators’ well-being. This book provides an excellent foundation for getting started.

Kathleen Lynne Lane, PhD, Roy A. Roberts distinguished professor, University of Kansas; associate vice chancellor for research