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Guardian Lane
Guardian Lane is a digital library of therapist-developed video projects featuring art, music, movement, writing, and book readings designed to help children process grief in creative, age-appropriate ways. Used in both schools and at home with guardians, Guardian Lane offers support any hour of the day, so students feel emotionally supported whenever grief arises.
Product specs
- Student mental health focus: Ensure Student Access to Effective Mental Health Treatment
- Product category: Self-guided activities
- Grade levels: Pre-kindergarden, Kindergarten, 1st grade, 2nd grade, 3rd grade, 4th grade, 5th grade, 6th grade, 7th grade, 8th grade, 9th grade, 10th grade, 11th grade, 12th grade
- End user(s): Parents, Students, Teachers, Clinical Team, Administrators
- Tiers of intervention: Tier 2
- District experience: >100,000 students
- Free version available?: Free version is available nationwide
Impact
- Intended outcomes: The intended outcome is to provide comfort to grieving students, help them release trapped toxic stress through multi-sensory activities, give them language to express uncertain emotions, and ensure they feel supported and validated in their grief journey.
- Demonstrated outcomes: We collect confidential end-of-year surveys from parents and school staff to assess the emotional impact of Guardian Lane. While individual responses remain private, overall feedback consistently indicates that students feel more supported, are better able to express their grief, and engage frequently with the therapeutic content.
Privacy & Safety
- Privacy & Security: Guardian Lane is HIPAA, COPPA and SOC2 compliant.
- Crisis protocols: Guardian Lane suggests that all projects be conducted with an adult present.
Data provided to school/district
Guardian Lane provides a list of the schools that have engaged with the content.
Accessibility
- Web accessibility: Guardian Lane is WCAG 2.1 compliant.
- Language accessibility: Guardian Lane's videos allow students to access the video in their preferred language.
