philosophy through a co-teaching model at the elementary level, rather than the more traditional pull-out structure. In this approach, ML students remain immersed in core instruction while receiving language support inside the classroom, enabling stronger integration, more consistent exposure to grade-level learning, and greater belonging among peers. Michael notes that external visitors observing classrooms often cannot distinguish between the general education teacher and the ESL teacher, reflecting how integrated the approach has become. Teacher support is formalized through a multi-year onboarding and development program for educators new to the district. Dela Cruz explains that Freehold Borough intentionally supports year one, year two, and year three teachers with structured transition support, resources, and guidance. The philosophy is simple: adult success equals student success. When staff feel supported and equipped, students benefit. Student mental health and social-emotional learning remain a major focus as well. The district expanded guidance staffing and invested in trauma-informed professional development through grants such as the DREAMS grant. Additional funding supports wellness initiatives including outdoor physical activity infrastructure and broader staff training. Freehold Borough also partners with community organizations to provide student counseling services and family support, including YMCA-based counseling hours and connections through organizations such as PerformCare and other local wellness partners. The district has also implemented meaningful student-centered programs that foster peer support and emotional awareness. Dela Cruz highlighted a year-long initiative called Shoulder Check, rooted in a message of checking in on others and building intentional support networks among students. The program included bracelet exchanges, class identitybuilding, and structured conversations about mental health, belonging, and looking out for peers. Leadership describes it as an example of supporting students emotionally while also strengthening social 286 CIVIL AND MUNICIPAL VOLUME 07, ISSUE 02
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