The SSCC Practice™

A Daily Practice for Better Human Connection.

Four simple reminders — Steady, Scan, Connect, Close — that help you pause and respond with intention instead of reacting emotionally, in the moments that matter most. Developed by Jessica Rose Mathy, Ed.D. Candidate, an evidence-informed response strategy grounded in doctoral research, social-emotional learning literature, and years of work with schools.

Explore the Practice Read the Research Collaborate

Mission

Helping adults translate belief into behavior.

My mission is to help educators, school safety professionals, and educational leaders strengthen the relationships, adult practices, and coordinated systems that support safer, more connected school communities. Every resource here is designed to help adults apply evidence-informed practices — not to promise outcomes no practice can guarantee.

Featured Work

The SSCC Practice™

Not another initiative. Not another program to roll out. The SSCC Practice™ is four simple reminders you can start using today and return to until they become habit — a practical response strategy for the moments that matter most, at school and beyond.

Steady

What is happening in me?

Slow down · lower voice · breathe

Scan

What do I observe, not assume?

Context · triggers · needs · strengths

Connect

Preserve dignity + hold the boundary

Name · ask · state · offer

Close

What must be clear before we separate?

Outcome · repair · next step · follow-through

See the full practice →

Keep it in your pocket.

A printable reference card for the four steps — free to download, or order a finished set.

Get the pocket card →

Current Status

Evidence-informed. Not yet validated.

The SSCC Practice™ is an evidence-informed practice for intentional adult decision-making during everyday student interactions. Its component principles are grounded in established research on school connectedness, adult social-emotional competence, restorative practice, and implementation science.

The specific four-part sequence has not yet been established as an effective intervention. That distinction matters, and I repeat it consistently.

Research status: The SSCC Practice™ is currently undergoing systematic evaluation. Existing research supports the principles that inform the practice; the SSCC sequence itself is not yet evidence-based as a complete intervention.

Research + Practice

Latest thinking

A biweekly series translating dissertation research into public scholarship — published in full on this site, with a companion conversation on LinkedIn.

Read now Article 01 · Season One

Who Is Developing the Adults?

What finishing my dissertation left me still wondering about.

Read now Article 03 · Season One

Introducing the SSCC Practice™

A portable adult interaction practice for everyday school moments.

Publishing biweekly from Aug 18, 2026 Full Season One

See the complete series →

Twelve articles moving from dissertation insight to a formal research agenda.

Research Philosophy

Public scholarship is not peer review.

I write and speak in public because the problem — how adults are developed to handle the moments that shape school safety — deserves an accessible, honest, and ongoing conversation. Public engagement can invite collaborators and practitioner critique. It does not replace IRB review, independent measurement, or empirical evaluation. I try to be precise about which is which.

Read the full research agenda →

Speaking

Building Safer Schools Through Relationships

A 50–60 minute session for school resource officers, campus safety staff, campus supervisors, and educational leaders, introducing the SSCC Practice™ and the research behind it.

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Collaborate

Study the practice with me.

I'm seeking university faculty, doctoral candidates, and districts interested in ethical, independent research on SSCC's feasibility, acceptability, and outcomes.

Start a conversation