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
Motivation can be measured as the total of the value students place on the learning experience combined with their belief that they can be successful. Educators who actively work to both increase student value and create learning environments that ensure student success are more likely to have students who are highly motivated, more engaged in the learning process, and more academically successful.
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, October 13). The Essential Traits of a Positive School Climate. Retrieved October 23, 2020.
The single most important job of the principal is creating a school environment where students feel safe, supported, engaged, and accepted, according to many child development and school leadership experts.
October 26, 2020
Sawchuk, S. (2020, October 13). 5 Ways Principals Can Establish a Strong School Climate. Retrieved October 23, 2020.
Perhaps more than any other part of schooling, making a school feel safe, welcoming, and uplifting to students really hinges on the principal.
October 26, 2020
Sullivan, G. (2020, October 17). Making new friends during a pandemic can be almost impossible for kids but school staff are finding creative ways to help. Retrieved October 23, 2020.
The social and psychological needs of some students have become a challenge to meet in this COVID-fear-wracked world. Making friendships online doesn’t compare to old-school in-school, face-to-face socializing. And even
October 26, 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
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