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
Research indicates that strong and supportive relationships with students has both immediate and long-term positive impacts, both qualitative and quantitative. When a positive relationship is established and maintained, a student is more likely to attend school regularly, put forth greater effort, encounter fewer disciplinary episodes, and achieve at higher levels.
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
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
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
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
Prothero, A. (2020, April 7). Striving for a High School Where No One Feels Alone. Retrieved October 19, 2020.
At the start of her art class at Sunset High School near the heart of this city, Gianna Loscherbo-Starkus hands out a mood meter to each of her students. It’s
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
Frey, N., Fisher, D., & Smith, D. (2020 October). Trauma-Informed Design in the Classroom. ASCD: Trauma-Sensitive Schools, 78(2). Retrieved October 16, 2020.
A few tweaks to the spaces in your school can promote calm, safety, and security for your most vulnerable students.
October 19, 2020
Best Practices
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