Trauma Informed Ed
Activity timeframe
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Summary: This article tells the story of how a rural school in Oregon employed the growth mindset to help students grow by linking SEL and Academics. The school has a population where the majority of students are living in poverty and many are challenged with childhood trauma. The staff realized that they had to address both rigor and SEL in order to help students achieve. Source: Kourtney Ferrua, eSchool News, June Read more
Summary: This article reports on a research study of 198 2- and 3-year-old Canadian students, who were primarily white and middle-class, that finds preschool children who both bully and are themselves bullied are most likely to show signs of childhood depression, which can appear as early as age 3 and increases the risk of depression in later childhood and adolescence, according to the Hechinger Report. Source: Ameli Read more
Summary: This article provides strategies to help upper elementary and middle school kids who have experienced trauma understand and control their emotions. Source: Laurie DeSautels, Edutopia, December 3, 2018 Description: "When people feel stressed because of toxic levels of adversity—such as experiencing or witnessing physical or emotional abuse, or substance abuse—they find it very challenging to st Read more
Summary: This article underscores the need to provide supports for educators who are highly stressed and emotionally exhausted from providing academic, emotional and behavioral support to stressed and traumatized students. The article also supports greater funding for more guidance counselors who could ake on some of the burden of dealing with these students. Source: Amelia Harper, Education DIVE, September 4, 2018 D Read more
Summary: This article is an interview with a school counselor who talks about the importance of school climate and trauma-informed education in meeting the educational and mental health needs of students. The counselor is in a unique position to play a key role in the culture shift to a trauma-informed school climate. Source: Matthew Portell, Education Week, August 27, 2018 Description: "Our school counselor is an ex Read more
Summary: This article presents the results of a recent Edutopia-sponsored Twitter Chat on the topics of trauma and social emotional learning. Two ideas emerged from the exchange of ideas - the importance of a strong one-to-one bond between teacher and students who experience trauma and the importance of engaging the wider the community in this effort. Source: Alex Shevrin, Edutopia, August 3, 2018 Description: "With Read more
Summary: This article underscores the importance of providing adequate mental health supports in schools. The number of counselors and psychologists available to help students in need across the country is disproportionate to the number of students needing help. The article suggests partnerships between K-12 school districts and colleges and universities might provide at least a partial solution. Source: Autumn Arnet Read more
Summary: This article stresses the importance of providing at-risk students with adequate support in order to keep them engaged in school. The drop-out problem is a serious one that needs to be addressed. This article also suggests some approaches including individualized support that will help at-risk students make a positive connection in the school setting. Source: Sarah-Jane Lorenzo, Great Schools, June 23, 2018 Read more
Summary: This article suggests that developing resiliency touch points will help students deal with trauma and adverse childhood experiences (ACEs). Touch points are interactions with individuals we trust, who see and notice our strengths, interests, passions, and challenges, and who understand us, affirming our stories, our belief systems, and the cultures in which we have developed. Source: Lori Desautels, Edutopia Read more
Summary: This research brief looks at the barriers that exist for students in vulnerable populations that prevent them form developing strong SEL skills. The authors identify those barriers as: poverty, exclusionary discipline practices and policies in school, lack of trauma-informed practices in school, implicit bias in school staff, and educator stress and burnout. Source: Simmons DN, Brackett MA, and Adler N, , Th Read more
