Educators
Educators are given the selfless task of preparing the next generations with a complex variety of skills both academic and social. These are the people children spend the majority of their time outside of the home with and serving as a crucial relationship in childhood development. While the public school system was originally intended to provide a basic education to students, many educators will acknowledge this role has been heavily expanded upon over time.
Separating the private sphere of the home and the public sphere of the classroom can be incredibly challenging for children and for educators. Fostering an environment of learning sometimes means addressing some of the social barriers that impede this process. While adversity may occur externally from the classroom, the consequences of adversity can be carried into the classroom by a vulnerable student body. On the surface these consequences can be seen as behavioral problems or learning impairments. However, in some cases, these issues can be traced back to a history of trauma that needs to be addressed, understood, and resolved. Educators have the access and power to change the trajectory of children’s lives, especially in regards to becoming trauma-informed and promoting resilience.
Please review the resources and tools below for more information on being a trauma-informed educator and fostering resiliency in the school system.
Free eBooks on Trauma-Informed and Resilience-Based Education
Helping Traumatized Children Learn
Volume 1: A Report and Policy Agenda (PDF eBook)
By: Susan F. Cole, Jessica Greenwald O’Brien, M. Geron Gadd, Joel Ristuccia, D. Luray Wallace, Michael Gregory
Source: Trauma and Learning Policy Initiative (TLPI)
Date: 2005
Helping Traumatized Children Learn
Volume 2: Creating and Advocating for Trauma-Sensitive Schools (PDF eBook)
By: Susan F. Cole, Anne Eisner, Michael Gregory, Joel Ristuccia
Source: Trauma and Learning Policy Initiative (TLPI)
Date: 2013
The Heart of Learning: Compassion, Resiliency, and Academic Success (PDF eBook)
By: Ray Wolpow, Mona M. Johnson, Ron Hertel, Susan O. Kincaid
Source: Washington State Office of Superintendent of Public Instruction (OSPI) Compassionate Schools
Date: September 2009
Articles, Fact Sheets, and Handbooks on Trauma-Informed Teachers and Schools
“Trauma-Informed Schools for Children in K-12: A System Framework” (PDF Resource)
By: National Child Traumatic Stress Network (NCTSN) Schools Committee
Source: National Child Traumatic Stress Network (NCTSN)
Date: 2018
“Trauma-Informed Schools for Children in K-12: A System Framework” establishes guidelines for instilling a trauma-informed perspective into the various areas of influence found within a school system. This resource depicts how trauma-informed intervention and prevention within a mezzo system can help schools implement practices and policies linked to positive social outcomes. Content focuses on addressing the needs of traumatized children while giving special attention to the skill-set empowerment of educators, administrators, support staff, and the school as a whole.
“Creating, Supporting, and Sustaining Trauma-Informed Schools: A Systemic Framework” (PDF Resource)
By: National Child Traumatic Stress Network (NCTSN), Schools Committee
Source: National Child Traumatic Stress Network (NCTSN)
Date: 2017
The NCTSN’s “Creating, Supporting, and Sustaining Trauma-Informed Schools: A Systemic Framework” resource approaches aspects of instituting and maintaining a trauma-informed school system. The content specifically addresses the structural nature of change, emphasizing the importance of infusing practice into all systemic levels of a school. Special focus is granted toward following the framework of the “4 R’s”: “(1) realizing the widespread impact of trauma and pathways to recovery; (2) recognizing traumas signs and symptoms; (3) responding by integrating knowledge about trauma into all facets of the system; and (4) resisting re-traumatization of trauma-impacted individuals by decreasing the occurrence of unnecessary triggers (i.e., trauma and loss reminders) and by implementing trauma-informed policies, procedures, and practices,” (NCTSN Schools Committee, 2017, p. 1).
“Child Trauma Toolkit for Educators” (PDF Handbook)
By: National Child Traumatic Stress Network Schools Committee
Source: National Child Traumatic Stress Network (NCTSN)
Date: 2008
The National Child Traumatic Stress Network (NCTSN) developed the “Child Trauma Toolkit for Educators” to assist teachers and anyone else within the school setting (i.e. counselors, staff, administrators, etc.) in becoming trauma-informed professionals. This resource provides basic information on understanding and recognizing traumatic symptoms in children along with strategies for working with traumatized children. The toolkit includes: general facts about trauma, tips for educators, age-related reactions to trauma (psychological and behavioral), information on traumatic grief, and self-care for educators.
“Age-Related Reactions to a Traumatic Event” (PDF Factsheet)
By National Child Traumatic Stress Network (NCTSN) Schools Committee
Source: National Child Traumatic Stress Network (NCTSN)
Date: 2019
Reactions to trauma and changes in functioning can be significantly varied based on a child’s age and stage of development. The National Child Traumatic Stress Network’s (NCTSN) “Age-Related Reactions to a Traumatic Event” offers a concise depiction of the common responses typically associated with trauma linked to a child’s age bracket. This resource could assist caregivers in discovering the nature and manifestation of trauma found in their child. Since trauma can be incredibly complex, spotting distinctive markers could shine a light as to “why” a child is experiencing certain emotions and acting out with specific behaviors.
Videos on Trauma-Informed and Resilience-Based Schools and Education
“Education” (Module 2: Trauma-Informed Child-Serving Systems)
By: JBS International, Inc. and Georgetown University National Technical Assistance Center for Children’s Mental Health
Source: JBS International
Date: 2014
Time: 22:25
The “Education” video is part of a much larger trauma-informed care series developed by JBS International Inc. and Georgetown University. This video focuses on the pressing concerns faced by educators when considering trauma’s impact on student performance and the learning environment. It gives a detailed explanation of the behavioral and academic problems typically associated with childhood adversity in a classroom scenario. These trauma-rooted disturbances can quite destructive to the learning process; however, adopting subtle alterations to one’s teaching style can offer hope in rebuilding stability and improving the well-being of vulnerable students. This video gives educators some guidance on what can be done to promote healing and tips on how to incorporate these changes into the school system.
“Safety Without Seclusion and Restraint” (Module 2: Trauma-Informed Child-Serving Systems)
By: JBS International, Inc. and Georgetown University National Technical Assistance Center for Children’s Mental Health
Source: JBS International
Date: 2014
Time: 21:25
“Safety Without Seclusion and Restraint” is a video that is part of a much larger trauma-informed care series developed by JBS International Inc. and Georgetown University. This video drives into the controversial subject of restraints and seclusion in the school environment that are used to address the student conduct disturbances found in aggressive and sometimes violent behaviors. While these tactics are used to establish safety for students and staff, they can actually exasperate problem behaviors and create further harm. The video portrays some feasible alternativites that can deescalate and resolve the situation, while maintaining a trauma-conscious attitude and advancing positive changes in behavior.
Trauma-Sensitive Schools Video Series
Source: Trauma and Learning Policy Initiative
Date: 2019
The Trauma-Sensitive Schools video series offers a diverse selection of videos related to understanding how the multiple dimensions of trauma can influence the learning experience and environment. The videos provide information on how trauma can look within the classroom and its impacts on learning (i.e. “Academic Performance,” “Classroom Behavior,” “Relationships,” etc.), along with describing the process of creating a “trauma-sensitive school.” The series’ goal is to give educators access to this information and a template for building these systems with the hope schools may adopt this form of practice and be part of the collective healing process in addressing trauma in children. This video series is part of the Trauma and Learning Policy Initiative, with contributors from the Massachusetts Advocates for Children and Harvard Law School.
“Childhood Trauma: What Every Teacher Needs to Know”
By: We Are Teachers staff
Source: We Are Teachers
Duration: 1:16
We Are Teachers developed this short video to give educators a brief introduction into some of the crucial components needed for understanding the struggle faced by traumatized children. This video grazes over a few of warning signs that suggest trauma may be impacting a student, discusses some of the typical behaviors found in traumatized students, and offers some brief tips on addressing these challenges in a classroom setting.