Teachers often spend much time attending to the needs of children who are unable to focus attention, get along with other children, control their emotions and behavior, and lack persistence and motivation. During the last few years, many schools and families have begun to move beyond the finger-pointing stage and are developing partnerships to promote the optimal development of all children, creating school communities that foster positive relationships among all members. In this report, research on resiliency, culturally responsive teaching, school reform, and characteristics of school-based child and family support programs in elementary schools are discussed, and promising practices based on research are highlighted. Following a literature review, the report describes four Northwest schools (Helen Baller Elementary School, Camas, Washington; Cherry Valley Elementary School, Polson, Montana; Mary Harrison Elementary School, Toledo, Oregon; and Richmond Elementary School, Salem, Oregon) that have integrated effective school-based child and family support into their school programs. In these schools, emotional development is enhanced through supportive relationships with teachers, child and family mentors, family advocates, and other staff members who provide opportunities for children to learn how: to recognize and manage emotions, to understand how others think and feel; and to learn collaborative approaches to resolving conflicts. The report finds that educational practices that create the conditions that foster resiliency for all include: culturally responsive teaching; a curriculum that enhances children's inherent curiosity and builds upon personal interests; staff development that emphasizes reflective study of teaching practices; and family involvement and support. Throughout the report are references to materials suitable for handouts in workshops. (Contains 123 references.) (BT)