Simmons, D. (2020, May). Confronting Inequity/ The Trauma We Don’t See. ASCD: Learning and the Brain, 77(8). Retrieved October 23, 2020.
Too often, the trauma of high-achieving Black students goes unnoticed.
October 26, 2020
A growth mindset suggests that every brain can become measurably more sophisticated, with effort. Educators that cultivate a growth mindset, rather than a fixed mindset, have students who are more likely to put forth effort, view mistakes or failures as an opportunity to learn, and persevere through difficult times.
Minahan, J. (2019, October). Trauma Informed Teaching Strategies. ASCD: Making Schools a Safe Place, 77(2). Retrieved October 23, 2020.
Small changes in classroom interactions can make a big difference for traumatized students.
October 26, 2020
Juarez, Becton, & Griffin (2020, March 12). Proactively Addressing Teachers Cost of Caring. ASCD: Stress-Busting Strategies for Educators, 15(3). Retrieved October 23, 2020.
In her 4th year as a special education teacher, Alejandra feels confident in her ability to design instruction and manage classroom behaviors, yet the demands seem never-ending. She is under
October 26, 2020
Gross, K. (2020, October 22). The Trauma Transmission from Students to Teachers. ASCD: Trauma Informed Schools,16(4). Retrieved October 23, 2020.
The COVID-19 virus has changed the world as we knew it. We have lost hundreds of thousands of lives, including those of educators that serve many of our students; jobs
October 26, 2020
Schiro, T. (2020, October 22). Student Homelessness: The Trauma We Don’t See. ASCD: Trauma Informed Schools, 16(4). Retrieved October 23, 2020.
How many students in your school or district are homeless? The number of children and youth experiencing homeless has steadily increased over the past 15 years. There were more than
October 26, 2020
Qiran, Jianguo, & Junjie (2020, October 22). We Can Help Students with Trauma Face Life More Positively. ASCD: Trauma Informed Schools, 16(4). Retrieved October 23, 2020.
Many children who attend school have or will experience some type of trauma that may affect cognition, behavior, and relationships (Van Der Kolk, 2014). According to the National Child Traumatic
October 26, 2020
Prothero, A. (2020, March 30). How to Teach Social-Emotional Learning When Students Aren’t in School. Retrieved October 19, 2020.
Tens of millions of students are dealing with massive upheaval to their educations and daily lives with their schools shuttered indefinitely to thwart the spread of the coronavirus.
October 19, 2020
Maxwell, L. A. (2020, April 7). It’s a Critical Time for Student Well-Being. Retrieved October 19, 2020.
When our team began reporting for this special report, a deeper look at social-emotional learning in schools, coronavirus seemed a distant story, a new infection in central China that might
October 19, 2020
Will, M. (2020, April 7). The Success of Social-Emotional Learning Hinges on Teachers. Retrieved October 19, 2020.
Schools are closed in much of the United States, leaving students to hunker down at home for months without their usual outlets for learning and socializing. Educators say trying to
October 19, 2020
Keels, M. (2020, October). Building Racial Equity Through Trauma-Responsive Discipline. ASCD: Trauma-Sensitive Schools, 78(2). Retrieved October 16, 2020.
In these unprecedented times, educators need to strengthen their use of social-emotional, social justice, and culturally responsive practices.
October 19, 2020
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