Trauma-Informed Articles and Trainings
Articles
Helping Traumatized Children Learn
https://traumasensitiveschools.org/tlpi-publications/
Volume 1: A Report and Policy Agenda
Published in 2005, TLPI’s landmark report summarizes the research from psychology and neurobiology that documents the impact trauma from exposure to violence can have on children’s learning, behavior and relationships in school. The report also introduces the Flexible Framework, a tool organized according to six core operational functions of schools that can help any school create a trauma sensitive learning environment for all children.
Volume 2: Creating and Advocating for Trauma-Sensitive Schools
Guide to a process for creating safe, supportive learning environments that benefit all children. A trauma-sensitive schools and a policy agenda to provide the support schools need to achieve this goal. Grounded in theory and practice in schools and with families, the Guide is intended to be a living document that will grow and change as more schools become trauma sensitive and add their ideas.
The Heart of Learning; Compassion, Resiliency, and Academic Success
http://www.k12.wa.us/CompassionateSchools/HeartofLearning.aspx
"The Heart of Learning: Compassion, Resiliency, and Academic Success is a handbook for teachers written and compiled by OSPI and Western Washington University staff. It contains valuable information that will be helpful to you on a daily basis as you work with students whose learning has been adversely impacted by trauma in their lives."
10 Meditation Apps for the Classroom | Teach Thought
https://www.teachthought.com/technology/10-meditation-apps-classroom/
"Although it’s difficult to change the way the (school) system operates, it is possible to adjust how you operate within the system. Introducing meditation and mindfulness techniques in the classroom not only allows you to create a calmer environment, the practice has proven to have verifiable benefits on the human brain."
10 Things About Childhood Trauma Every Teacher Should Know | We Are Teachers
https://www.weareteachers.com/10-things-about-childhood-trauma-every-teacher-needs-to-know/
"For children who have experienced trauma, learning can be a big struggle. But once trauma is identified as the root of the behavior, we can adapt our approach to help kids cope when they’re at school."
Aiming for Discipline Instead of Punishment
https://www.edutopia.org/article/aiming-discipline-instead-punishment?utm_source=twitter&utm_medium=socialflow
Brain-aligned discipline isn’t compliance-driven or punitive—it’s about supporting students in creating sustainable changes in behavior.
A Quiet Place For Rough Moments (Peace Corner) | The Responsive Classroom
https://www.responsiveclassroom.org/a-quiet-place-for-rough-moments/
"Based on ideas in Jane Nelsen’s book Positive Discipline in the Classroom, the quiet place is a space in my classroom where children can go voluntarily to comfort themselves. The quiet place is different from the time-out space: in my classroom these are two separate places with different purposes."
A Trauma-informed approach to Behavior in the Classroom
https://gobbelcounseling.wordpress.com/2015/04/13/a-trauma-informed-approach-at-classroom-management-free-download/
"Free Article Download- A Trauma Informed Approach to Behaviors in the Classroom is a letter to teachers – short, simple, and steeped in science- on why behavior management systems don’t usually work for children with a history of trauma, and WHAT THE TEACHER CAN DO INSTEAD!!!!"
At Cherokee Point Elementary, kids don’t Conform to School; School Conforms to Kids
https://acestoohigh.com/2013/07/22/at-cherokee-point-elementary-kids-dont-conform-to-school-school-conforms-to-kids/
"This story about Cherokee Point isn’t really about a school that’s doing away with suspensions and expulsions. It’s a story about people in this school and this community who are creating an environment where suspensions and expulsions are. Just. Not. Necessary."
Child Trauma Toolkit for Educators (NCTSN)
http://www.nctsn.org/resources/audiences/school-personnel/trauma-toolkit
Administrators, teachers, and staff can help reduce the impact of trauma on children by recognizing trauma responses, accommodating and responding to traumatized students within the classroom setting, and referring children to outside professionals when necessary. The National Child Traumatic Stress Network has developed tools and materials to help educators understand and respond to the specific needs of traumatized children.
Derby School Puts Focus on Love-Based Discipline, Not Fear-Based Discipline | KSN.com
http://www.ksn.com/news/derby-school-puts-focus-on-love-based-discipline-not-fear-based-discipline_20180306033934316/1011596020
"Derby Hills Elementary is a Trauma Sensitive School (TSS), a school based on creating a safe place where children can learn how to work through their emotions."
Five Values for a Trauma-informed Culture in your School or Classroom
http://leejohnson.net/values-trauma-informed-care-classroom-school/
"Fallot and Harris say, 'If a program can say that its culture reflects each of these values in each contact, physical setting, relationship, and activity and that this culture is evident in the experiences of staff as well as consumers, then the program’s culture is trauma-informed.'”
How Schools Use Brain Science To Help Traumatized Kids Heal and Learn
https://www.kqed.org/mindshift/48401/how-schools-use-brain-science-to-help-traumatized-kids-heal-and-learn
Turnaround for Children is tracking its impact across schools in other ways. They have documented improvements in classroom management and student engagement, using independent observers. They have also seen drops in suspensions and increased referrals to mental health services. "I do worry about our test scores," says Wolfson. "Unfortunately, that's like the bottom line for us. But without the social-emotional support we can't address the academics. We have to support the whole child."
Lincoln High School in Walla Walla, WA, Tries New Approach to School Discipline — Suspensions Drop 85%
https://acestoohigh.com/2012/04/23/lincoln-high-school-in-walla-walla-wa-tries-new-approach-to-school-discipline-expulsions-drop-85/
* NOWHERE TO HIDE * “THE ELEPHANT IN THE [CLASS]ROOM”
https://lucidwitness.com/2016/08/08/nowhere-to-hide-the-elephant-in-the-classroom/comment-page-1/#comment-6252
"As an adult, the classroom seems “safe.” There isn’t an obvious or logical connection to continuing fears, in our safe context. It seems contradictory. What I forget is that the pain and fear are not in the environment. The pain and fear are hidden inside the child: they bring intense fear memories and altered neurobiology with them like they bring their backpack (wherever they go)."
Resilience Practices Overcome Students’ ACEs in Trauma-informed High School, say the Data
https://acestoohigh.com/2015/05/31/resilience-practices-overcome-students-aces-in-trauma-informed-high-school-say-the-data/
"The story about how Lincoln High School in Walla Walla, WA, tried a new approach to school discipline and saw suspensions drop 85% struck a nerve. It went viral – twice — with more than 700,000 page views. Paper Tigers, a documentary that filmmaker James Redford did about the school — premiered last Thursday night to a sold-out crowd at the Seattle International Film Festival. After four years of implementing the new approach, Lincoln’s results were even more astounding: suspensions dropped 90%, there were no expulsions, and kids’ grades, test scores and graduation rates surged."
Responding with Care to Students Facing Trauma | ASCD
http://www.ascd.org/publications/educational-leadership/dec17/vol75/num04/Responding-with-Care-to-Students-Facing-Trauma.aspx
"Many K–12 students are experiencing ongoing life stresses. Recognizing this can help educators respond effectively to their needs."
San Francisco’s El Dorado Elementary uses Trauma-informed & Restorative Practices; Suspensions Drop 89%.
https://acestoohigh.com/2014/01/28/hearts-el-dorado-elementary/
"The numbers tell the story: In 2008-2009, the year before HEARTS was introduced at El Dorado, there were 674 referrals – students sent to the principal’s office for fighting, yelling, or some other inappropriate behavior. During the last school year – 2012-2013, there was a 74% drop, to only 175. This year, only 50 referrals have occurred. As El Dorado Elementary School Principal Silvia Cordero thought when she first heard about trauma-informed practices: 'Why don’t all schools have this?'"
Suspensions Don’t Teach
https://www.edutopia.org/article/suspensions-dont-teach?utm_source=facebook&utm_medium=socialflow
Many states are legislating a movement away from prescribed punitive justice for misbehavior in schools, and restorative practices are gaining in esteem as an evidence-based intervention that has proven successful when implemented correctly.
Teaching Traumatized Kids
https://www.theatlantic.com/education/archive/2016/07/teaching-traumatized-kids/490214/
Students struggling with this toxic stress are often ill-suited to learn in a traditional educational environment. “Teachers like to tell students that if they work hard they will succeed—that it is in their control to pay attention, do their homework, and perform well in class. But those assumptions don’t work for children growing up in high-stress environments, such as those living in poverty,” said Jim Sporleder,
The Secret to Fixing School Discipline Problems? Change the Behavior of Adults
https://acestoohigh.com/2013/03/20/secret-to-fixing-school-discipline/
"This isn’t a single program or a short-term trend or a five-year plan that will disappear as soon as the funding runs out. Where it’s taken hold, it’s a don’t-look-back, got-the-bit-in-the-teeth, I-can’t-belieeeeeve-we-used-to-do-it-the-old-way type of shift. The secret to success doesn’t involve the kids so much as it does the adults: Focus on altering the behavior of teachers and administrators, and, almost like magic, the kids stop fighting and acting out in class. They’re more interested in school, they’re happier and feel safer."
The Take Care of Me List-A middle school teacher asks students how she can best support them—and shares how they can best support her and the class.
https://www.edutopia.org/article/take-care-me-list?utm_medium=socialflow&utm_source=twitter
"I want students to walk out of my classroom understanding one simple thing immediately: They matter. Their preferences, their individuality—I want all of it, and I want them to understand that their learning environment should represent a partnership between students and teacher. Therefore, several years ago, I developed an assignment to invite trusting teacher-student relationships, an assignment I call the Take Care of Me List."
There’s No Such Thing as a Bad Kid in these Spokane, WA, Trauma-informed Elementary Schools
https://acestoohigh.com/2013/08/20/spokaneschools/
"Abandoning the punitive, one-size-fits-all approach to school discipline takes courage. Teachers, principals and school staff must jettison generations of tradition and belief that severe punishment works to stop bad behavior. They have to stop believing in the concept of bad kids, and to start believing that all kids are good, but that many of them have troubles over which they have little control. Seven years later, about 275 education pioneers at six elementary schools in Spokane are proud to say that they’ve become trauma-informed. They also say they’re never going back to the old ways"
Trauma Was Hiding at This School. How Teachers Found Out and What They’re Doing to Help. | We Are Teachers
https://www.weareteachers.com/trauma-hiding-at-school/
"No matter how skilled she was at teaching reading, math, or any other subject, it was nearly impossible for her students to succeed—because stressed brains don’t learn as well. This has become the mantra of SENSE teachers."
Treating Childhood Trauma (60 Minutes video and article)
https://www.cbsnews.com/news/oprah-winfrey-treating-childhood-trauma/
Alisha Fox: "I felt that somebody understood. That they knew where I was coming from. That it wasn't just another person just tryin' to talk to me to calm me down for that moment. That they had done their homework and that they really wanted to help."
Oprah Winfrey: "You felt seen?"
Alisha Fox: I felt seen. "Felt heard."
60 Minutes Overtime (Oprah's continued story)
https://www.cbsnews.com/videos/the-life-changing-story-oprah-reports-this-week
What Exactly is a Trauma-Sensitive Classroom?
https://chronicleofsocialchange.org/subscriber-content/what-exactly-is-a-trauma-sensitive-classroom/32099
An interview with two trauma-informed elementary school teachers.
Both are trainers for Attachment & Trauma Network's Creating Trauma-Sensitive Schools program.
When Students are Traumatized, Teachers are Too | Edutopia
https://www.edutopia.org/article/when-students-are-traumatized-teachers-are-too
"Trauma in students’ lives takes an emotional and physical toll on teachers as well. Experts weigh in on the best ways to cope." Vicarious trauma, secondary trauma
Why Schools Need to Be Trauma-Informed
http://www.traumainformedcareproject.org/resources/WhySchoolsNeedToBeTraumaInformed(2).pdf
"Do educators and schools have an informed role to play in the lives of students struggling with unprocessed traumatic memories other than providing cognitive learning experiences? Although schools are not mental health facilities and teachers are not therapists, teaching today’s students requires alternative strategies and skills compared to what worked a generation ago."
Helping Traumatized Children Learn
https://traumasensitiveschools.org/tlpi-publications/
Volume 1: A Report and Policy Agenda
Published in 2005, TLPI’s landmark report summarizes the research from psychology and neurobiology that documents the impact trauma from exposure to violence can have on children’s learning, behavior and relationships in school. The report also introduces the Flexible Framework, a tool organized according to six core operational functions of schools that can help any school create a trauma sensitive learning environment for all children.
Volume 2: Creating and Advocating for Trauma-Sensitive Schools
Guide to a process for creating safe, supportive learning environments that benefit all children. A trauma-sensitive schools and a policy agenda to provide the support schools need to achieve this goal. Grounded in theory and practice in schools and with families, the Guide is intended to be a living document that will grow and change as more schools become trauma sensitive and add their ideas.
The Heart of Learning; Compassion, Resiliency, and Academic Success
http://www.k12.wa.us/CompassionateSchools/HeartofLearning.aspx
"The Heart of Learning: Compassion, Resiliency, and Academic Success is a handbook for teachers written and compiled by OSPI and Western Washington University staff. It contains valuable information that will be helpful to you on a daily basis as you work with students whose learning has been adversely impacted by trauma in their lives."
10 Meditation Apps for the Classroom | Teach Thought
https://www.teachthought.com/technology/10-meditation-apps-classroom/
"Although it’s difficult to change the way the (school) system operates, it is possible to adjust how you operate within the system. Introducing meditation and mindfulness techniques in the classroom not only allows you to create a calmer environment, the practice has proven to have verifiable benefits on the human brain."
10 Things About Childhood Trauma Every Teacher Should Know | We Are Teachers
https://www.weareteachers.com/10-things-about-childhood-trauma-every-teacher-needs-to-know/
"For children who have experienced trauma, learning can be a big struggle. But once trauma is identified as the root of the behavior, we can adapt our approach to help kids cope when they’re at school."
Aiming for Discipline Instead of Punishment
https://www.edutopia.org/article/aiming-discipline-instead-punishment?utm_source=twitter&utm_medium=socialflow
Brain-aligned discipline isn’t compliance-driven or punitive—it’s about supporting students in creating sustainable changes in behavior.
A Quiet Place For Rough Moments (Peace Corner) | The Responsive Classroom
https://www.responsiveclassroom.org/a-quiet-place-for-rough-moments/
"Based on ideas in Jane Nelsen’s book Positive Discipline in the Classroom, the quiet place is a space in my classroom where children can go voluntarily to comfort themselves. The quiet place is different from the time-out space: in my classroom these are two separate places with different purposes."
A Trauma-informed approach to Behavior in the Classroom
https://gobbelcounseling.wordpress.com/2015/04/13/a-trauma-informed-approach-at-classroom-management-free-download/
"Free Article Download- A Trauma Informed Approach to Behaviors in the Classroom is a letter to teachers – short, simple, and steeped in science- on why behavior management systems don’t usually work for children with a history of trauma, and WHAT THE TEACHER CAN DO INSTEAD!!!!"
At Cherokee Point Elementary, kids don’t Conform to School; School Conforms to Kids
https://acestoohigh.com/2013/07/22/at-cherokee-point-elementary-kids-dont-conform-to-school-school-conforms-to-kids/
"This story about Cherokee Point isn’t really about a school that’s doing away with suspensions and expulsions. It’s a story about people in this school and this community who are creating an environment where suspensions and expulsions are. Just. Not. Necessary."
Child Trauma Toolkit for Educators (NCTSN)
http://www.nctsn.org/resources/audiences/school-personnel/trauma-toolkit
Administrators, teachers, and staff can help reduce the impact of trauma on children by recognizing trauma responses, accommodating and responding to traumatized students within the classroom setting, and referring children to outside professionals when necessary. The National Child Traumatic Stress Network has developed tools and materials to help educators understand and respond to the specific needs of traumatized children.
Derby School Puts Focus on Love-Based Discipline, Not Fear-Based Discipline | KSN.com
http://www.ksn.com/news/derby-school-puts-focus-on-love-based-discipline-not-fear-based-discipline_20180306033934316/1011596020
"Derby Hills Elementary is a Trauma Sensitive School (TSS), a school based on creating a safe place where children can learn how to work through their emotions."
Five Values for a Trauma-informed Culture in your School or Classroom
http://leejohnson.net/values-trauma-informed-care-classroom-school/
"Fallot and Harris say, 'If a program can say that its culture reflects each of these values in each contact, physical setting, relationship, and activity and that this culture is evident in the experiences of staff as well as consumers, then the program’s culture is trauma-informed.'”
How Schools Use Brain Science To Help Traumatized Kids Heal and Learn
https://www.kqed.org/mindshift/48401/how-schools-use-brain-science-to-help-traumatized-kids-heal-and-learn
Turnaround for Children is tracking its impact across schools in other ways. They have documented improvements in classroom management and student engagement, using independent observers. They have also seen drops in suspensions and increased referrals to mental health services. "I do worry about our test scores," says Wolfson. "Unfortunately, that's like the bottom line for us. But without the social-emotional support we can't address the academics. We have to support the whole child."
Lincoln High School in Walla Walla, WA, Tries New Approach to School Discipline — Suspensions Drop 85%
https://acestoohigh.com/2012/04/23/lincoln-high-school-in-walla-walla-wa-tries-new-approach-to-school-discipline-expulsions-drop-85/
- The article that lead to the filming of Paper Tigers.
* NOWHERE TO HIDE * “THE ELEPHANT IN THE [CLASS]ROOM”
https://lucidwitness.com/2016/08/08/nowhere-to-hide-the-elephant-in-the-classroom/comment-page-1/#comment-6252
"As an adult, the classroom seems “safe.” There isn’t an obvious or logical connection to continuing fears, in our safe context. It seems contradictory. What I forget is that the pain and fear are not in the environment. The pain and fear are hidden inside the child: they bring intense fear memories and altered neurobiology with them like they bring their backpack (wherever they go)."
Resilience Practices Overcome Students’ ACEs in Trauma-informed High School, say the Data
https://acestoohigh.com/2015/05/31/resilience-practices-overcome-students-aces-in-trauma-informed-high-school-say-the-data/
"The story about how Lincoln High School in Walla Walla, WA, tried a new approach to school discipline and saw suspensions drop 85% struck a nerve. It went viral – twice — with more than 700,000 page views. Paper Tigers, a documentary that filmmaker James Redford did about the school — premiered last Thursday night to a sold-out crowd at the Seattle International Film Festival. After four years of implementing the new approach, Lincoln’s results were even more astounding: suspensions dropped 90%, there were no expulsions, and kids’ grades, test scores and graduation rates surged."
Responding with Care to Students Facing Trauma | ASCD
http://www.ascd.org/publications/educational-leadership/dec17/vol75/num04/Responding-with-Care-to-Students-Facing-Trauma.aspx
"Many K–12 students are experiencing ongoing life stresses. Recognizing this can help educators respond effectively to their needs."
San Francisco’s El Dorado Elementary uses Trauma-informed & Restorative Practices; Suspensions Drop 89%.
https://acestoohigh.com/2014/01/28/hearts-el-dorado-elementary/
"The numbers tell the story: In 2008-2009, the year before HEARTS was introduced at El Dorado, there were 674 referrals – students sent to the principal’s office for fighting, yelling, or some other inappropriate behavior. During the last school year – 2012-2013, there was a 74% drop, to only 175. This year, only 50 referrals have occurred. As El Dorado Elementary School Principal Silvia Cordero thought when she first heard about trauma-informed practices: 'Why don’t all schools have this?'"
Suspensions Don’t Teach
https://www.edutopia.org/article/suspensions-dont-teach?utm_source=facebook&utm_medium=socialflow
Many states are legislating a movement away from prescribed punitive justice for misbehavior in schools, and restorative practices are gaining in esteem as an evidence-based intervention that has proven successful when implemented correctly.
Teaching Traumatized Kids
https://www.theatlantic.com/education/archive/2016/07/teaching-traumatized-kids/490214/
Students struggling with this toxic stress are often ill-suited to learn in a traditional educational environment. “Teachers like to tell students that if they work hard they will succeed—that it is in their control to pay attention, do their homework, and perform well in class. But those assumptions don’t work for children growing up in high-stress environments, such as those living in poverty,” said Jim Sporleder,
The Secret to Fixing School Discipline Problems? Change the Behavior of Adults
https://acestoohigh.com/2013/03/20/secret-to-fixing-school-discipline/
"This isn’t a single program or a short-term trend or a five-year plan that will disappear as soon as the funding runs out. Where it’s taken hold, it’s a don’t-look-back, got-the-bit-in-the-teeth, I-can’t-belieeeeeve-we-used-to-do-it-the-old-way type of shift. The secret to success doesn’t involve the kids so much as it does the adults: Focus on altering the behavior of teachers and administrators, and, almost like magic, the kids stop fighting and acting out in class. They’re more interested in school, they’re happier and feel safer."
The Take Care of Me List-A middle school teacher asks students how she can best support them—and shares how they can best support her and the class.
https://www.edutopia.org/article/take-care-me-list?utm_medium=socialflow&utm_source=twitter
"I want students to walk out of my classroom understanding one simple thing immediately: They matter. Their preferences, their individuality—I want all of it, and I want them to understand that their learning environment should represent a partnership between students and teacher. Therefore, several years ago, I developed an assignment to invite trusting teacher-student relationships, an assignment I call the Take Care of Me List."
There’s No Such Thing as a Bad Kid in these Spokane, WA, Trauma-informed Elementary Schools
https://acestoohigh.com/2013/08/20/spokaneschools/
"Abandoning the punitive, one-size-fits-all approach to school discipline takes courage. Teachers, principals and school staff must jettison generations of tradition and belief that severe punishment works to stop bad behavior. They have to stop believing in the concept of bad kids, and to start believing that all kids are good, but that many of them have troubles over which they have little control. Seven years later, about 275 education pioneers at six elementary schools in Spokane are proud to say that they’ve become trauma-informed. They also say they’re never going back to the old ways"
Trauma Was Hiding at This School. How Teachers Found Out and What They’re Doing to Help. | We Are Teachers
https://www.weareteachers.com/trauma-hiding-at-school/
"No matter how skilled she was at teaching reading, math, or any other subject, it was nearly impossible for her students to succeed—because stressed brains don’t learn as well. This has become the mantra of SENSE teachers."
Treating Childhood Trauma (60 Minutes video and article)
https://www.cbsnews.com/news/oprah-winfrey-treating-childhood-trauma/
Alisha Fox: "I felt that somebody understood. That they knew where I was coming from. That it wasn't just another person just tryin' to talk to me to calm me down for that moment. That they had done their homework and that they really wanted to help."
Oprah Winfrey: "You felt seen?"
Alisha Fox: I felt seen. "Felt heard."
60 Minutes Overtime (Oprah's continued story)
https://www.cbsnews.com/videos/the-life-changing-story-oprah-reports-this-week
What Exactly is a Trauma-Sensitive Classroom?
https://chronicleofsocialchange.org/subscriber-content/what-exactly-is-a-trauma-sensitive-classroom/32099
An interview with two trauma-informed elementary school teachers.
Both are trainers for Attachment & Trauma Network's Creating Trauma-Sensitive Schools program.
When Students are Traumatized, Teachers are Too | Edutopia
https://www.edutopia.org/article/when-students-are-traumatized-teachers-are-too
"Trauma in students’ lives takes an emotional and physical toll on teachers as well. Experts weigh in on the best ways to cope." Vicarious trauma, secondary trauma
Why Schools Need to Be Trauma-Informed
http://www.traumainformedcareproject.org/resources/WhySchoolsNeedToBeTraumaInformed(2).pdf
"Do educators and schools have an informed role to play in the lives of students struggling with unprocessed traumatic memories other than providing cognitive learning experiences? Although schools are not mental health facilities and teachers are not therapists, teaching today’s students requires alternative strategies and skills compared to what worked a generation ago."
Online Trainings
Lost and Found | What Works (and what doesn't) for Behaviorally Challenged Students (Webinar)
https://www.presencelearning.com/sped-ahead-webinar/lost-and-found-what-works-and-what-doesnt-for-behaviorally-challenged-students/
"Trying to modify behavior in the typical reactive mode has not proven effective. Students who need help the most benefit least from discipline as usual. It’s time to transform our thinking and our practices so at-risk students can achieve. Dr. Ross Greene's Collaborative and Proactive Solutions (CPS) model does just that. We’ll take a close look at the CPS model and show why it has been associated with dramatic reductions in adult-child conflict, challenging behaviors, disciplinary referrals, detentions, suspensions, seclusion, and physical, chemical, and mechanical restraints in schools around the world."
National Center on Safe & Supportive Learning Environments Trauma Sensitive Schools Training Package
https://safesupportivelearning.ed.gov/trauma-sensitive-schools-training-package
"The Trauma-Sensitive Schools Training Package offers school and district administrators and staff a framework and roadmap for adopting a trauma-sensitive approach school- or districtwide. The Training Package includes a variety of resources for educating school staff about trauma and trauma-sensitive practices and for providing school leaders with a step-by-step process for implementing a universal, trauma-informed approach using package materials."
Trauma Training for Educators (40 minutes)
http://ciscentraltexas.org/resources/traumatraining/
“This is a free training resource designed to give anyone who works with children important trauma-focused information about how student learning and behavior is impacted by trauma and how educators and support staff can help students develop a greater sense of safety at school and begin to build new emotional regulation skills.”
Trauma-Sensitive Schools Learning Modules | Wisconsin Department of Public Instruction
https://dpi.wi.gov/sspw/mental-health/trauma/modules
This wealth of information comes from the Wisconsin Department of Public Instruction. It consists of 14 modules that can be completed online. These modules can be accessed individually. It follows a PBIS (but not PBIS specific) format, “focusing first on universal practices (Tier 1), followed by strategies for students who need additional support (Tier 2), and intensive interventions for students who require ongoing support (Tier 3).”
Building Trauma-Sensitive Schools (link)
"Resources included in the Building Trauma-Sensitive Schools component of the Training Package introduce all school staff to the concept of trauma sensitivity and provide examples of trauma-sensitive practices that can be adopted in the classroom and schoolwide. Resources include an online module, downloadable handouts, and a facilitation guide that includes suggestions for how to conduct in-person training sessions using the module and handouts."
Leading Trauma-Sensitive Schools (link)
The Leading Trauma-Sensitive Schools component of the Training Package is designed for school and district administrators and other school staff helping to lead efforts to adopt a trauma-sensitive approach. Resources are designed to help leaders:
Lost and Found | What Works (and what doesn't) for Behaviorally Challenged Students (Webinar)
https://www.presencelearning.com/sped-ahead-webinar/lost-and-found-what-works-and-what-doesnt-for-behaviorally-challenged-students/
"Trying to modify behavior in the typical reactive mode has not proven effective. Students who need help the most benefit least from discipline as usual. It’s time to transform our thinking and our practices so at-risk students can achieve. Dr. Ross Greene's Collaborative and Proactive Solutions (CPS) model does just that. We’ll take a close look at the CPS model and show why it has been associated with dramatic reductions in adult-child conflict, challenging behaviors, disciplinary referrals, detentions, suspensions, seclusion, and physical, chemical, and mechanical restraints in schools around the world."
National Center on Safe & Supportive Learning Environments Trauma Sensitive Schools Training Package
https://safesupportivelearning.ed.gov/trauma-sensitive-schools-training-package
"The Trauma-Sensitive Schools Training Package offers school and district administrators and staff a framework and roadmap for adopting a trauma-sensitive approach school- or districtwide. The Training Package includes a variety of resources for educating school staff about trauma and trauma-sensitive practices and for providing school leaders with a step-by-step process for implementing a universal, trauma-informed approach using package materials."
Trauma Training for Educators (40 minutes)
http://ciscentraltexas.org/resources/traumatraining/
“This is a free training resource designed to give anyone who works with children important trauma-focused information about how student learning and behavior is impacted by trauma and how educators and support staff can help students develop a greater sense of safety at school and begin to build new emotional regulation skills.”
Trauma-Sensitive Schools Learning Modules | Wisconsin Department of Public Instruction
https://dpi.wi.gov/sspw/mental-health/trauma/modules
This wealth of information comes from the Wisconsin Department of Public Instruction. It consists of 14 modules that can be completed online. These modules can be accessed individually. It follows a PBIS (but not PBIS specific) format, “focusing first on universal practices (Tier 1), followed by strategies for students who need additional support (Tier 2), and intensive interventions for students who require ongoing support (Tier 3).”
Building Trauma-Sensitive Schools (link)
"Resources included in the Building Trauma-Sensitive Schools component of the Training Package introduce all school staff to the concept of trauma sensitivity and provide examples of trauma-sensitive practices that can be adopted in the classroom and schoolwide. Resources include an online module, downloadable handouts, and a facilitation guide that includes suggestions for how to conduct in-person training sessions using the module and handouts."
Leading Trauma-Sensitive Schools (link)
The Leading Trauma-Sensitive Schools component of the Training Package is designed for school and district administrators and other school staff helping to lead efforts to adopt a trauma-sensitive approach. Resources are designed to help leaders:
- Prepare to adopt a trauma-sensitive approach;
- Envision their trauma-sensitive school;
- Align trauma sensitivity with other approaches; and
- Sustain trauma sensitivity.