Trauma in Schools #31 — Taking a Systematic Approach to Achieving Equity in the District
Dr. Scott Ratchford — Dr. Ratchford is the Coordinator of Equity Advancement for the town of West Hartford, CT. His 35 years in public education have taken him from the classroom (English teacher for 12 years) to School Psychology (12 years), school leadership (11 years), and the college lecture hall (most recently for the University of Connecticut).
The Takeaway
The classroom can be an equitable, safe, supportive place that students can turn to each day. To facilitate that environment, teachers should try to connect meaningfully with students by leaving space for non-academic conversations to emerge. Hidden impacts from trauma can be a large detriment to a student’s learning. Children rely on educational staff who are prepared to interact with them in a sensitive manner that helps them navigate negative experiences.
As you listen
How do traumatic situations in the broader community manifest into the school community?
How can professional development seminars on self-care benefit teachers?
What interferes with students’ learning in the current educational atmosphere?
How can students and parents work with educational leaders to develop social-emotional learning?
What are the results that are seen in an equitable school community?
How can teachers prepare to have deep and sensitive discussions with students?
In his own words
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