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
Poverty, defined as the absence of needed resources, can have both short- and long-term effects on health, development and success in life. Students who live with limited resources may need unique supports in order to reveal often-hidden potential. Educators who understand the potential impacts and are ready with specific strategies will be better able to help every student achieve at high 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
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
Will, M. (2020, October 20). Most Educators Require Kids to Turn Cameras On in Virtual School, Despite Equity Concerns. Retrieved October 23, 2020.
The issue of whether students should turn their video cameras on during remote classes has been heavily debated among educators. On one side, cameras can foster student engagement and make
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
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
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