Trauma in Schools #9 — Human-centered Routines that Create the Psychologically Safe School
Students need to be in a psychologically safe place or they will be significantly challenged to engage that part of the brain that supports learning. That belief underscores why more and more schools are focusing on social and emotional learning, and developing trauma-informed instruction. It underscores the critical role schools must play in partnership with parents and outside mental health providers to support students in need. And some of that support must recognize that students who have operated remotely simply aren’t used to being students in the physical setting of the classroom. School psychologist Dr. Terri Erbacher explains.
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As Students Return to School, So Does School Violence
Dr. Christine Mason, one of the principals behind our series on Trauma in Schools, was recently featured in an article of violence in the schools. Such violence can be traced directly to pandemic-related trauma.
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Trauma in Schools #8 — Moving from Visioning to Conversation to Action
A forum that facilitates conversations among school communities can help to establish a plan for a better future while working in the present. Constant discussion helps leaders learn new methods, update their vision, and address the current implications of trauma-informed learning. Paul Liabenow and Mike Domagalski of the Michigan Elementary Middle School Principals Association explain the imperative to move from a strong vision, to conversation, to action of behalf of today’s traumatized students.
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Trauma in Schools #7 — Implicit Bias, Racism, and Discrimination
When we think of the trauma that students carry with them into school, we often think of the ten adverse childhood experiences identified through research more than 30 years ago. We now know that exposure to bias, racism, discrimination, and unsafe communities are also drivers of student trauma. Building student resilience requires us to have courageous conversations that address those causes as well. Educator Orinthia Harris Ph.D. explains.
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Trauma in Schools #6 — Caring for Faculty and Staff Through Mindfulness
This podcast series focus primarily on the trauma that students carry with them into the classroom. But, many school faculty, staff and administrators are also experiencing trauma. COVID has dislocated relationships and put pressure on educators to quickly address ”learning loss.” There is a critical need for school leaders at any level to promote self-care through mindfulness training. Mindful leadership expert, Michael Bunting, explains the first safe steps.
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Trauma in Schools #5 — Visioning to Address Student Trauma
Answering the questions "What do we want our graduates to know and be able to do with their knowledge and skills when they receive their high school diplomas?" and "What kind of person do we want them to be?" requires educators to develop a long-term vision — a vision that necessarily addresses student wellness, and any component of trauma, as much as it does academic achievement. Drs Christine Mason and Renee Owen offer their insight.
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Trauma in Schools: A District Leaders Video Roundtable
This video episode from the Cultivating Resilience A Whole Community Approach for Alleviating Trauma in Schools podcast features a roundtable with educators and district leaders who share their wisdom on mental health and well-being during and after the pandemic. Learn how they are allocating resources to strengthen the resilience of students and further individual and collective self-care in schools.
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Trauma in Schools #4 — One District’s Response to Support Students
Denting the grasp of trauma isn't just about being nice to kids. It’s about connecting with them in meaningful reinforcing ways, which gives them what they wanted all along: to be seen, to be recognized, and to realize that they can be more than how they currently see themselves. The Nurtured Heart trainer, Viviana Barajas, explains.
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Trauma in Schools #3 — The Neuroscience Underpinnings
If students are in a state of high stress or trauma, the part of the brain that facilitates learning is inaccessible. Thus, student academic achievement rests squarely on the shoulders of student wellness. Neuroscience researcher, Melissa Hughes, Ph.D., explains.
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Trauma in Schools #2 — Therapeutic Interventions and System Change
It’s easy to think that because the causes and effects of adverse childhood experiences are often so extreme that the acts to lessen trauma’s impact will somehow have to be extreme. But denting trauma’s grasp doesn’t require an advanced degree in school social work or psychology. Psychologist Dr. Sandy Bloom explains.
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Trauma in Schools #1 — Welcome and Overview
Given the pandemic, concern over students’ social and emotional health is now top-of-mind for educators and their support staff. The reality for many students, though, is that COVID has only exacerbated any number of adverse childhood experiences they carry in their trauma-filled backpacks. This podcast series focuses on how we can reduce trauma's impact.
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