Trauma Informed Education

Despite trauma-informed education gaining credibility and popularity, educational leaders continue to battle systems to implement innovative and evidence-informed practices. The relentless advocacy for staff and students pushes principals to grow – both professionally and personally. So how do leaders sustain this work? In the third and final episode of this three-part series on trauma-informed leadership, we speak with Elizabeth Verstappen. Elizabeth was previously the principal of the Sadadeen State Primary School in Alice Springs, Australia. In this episode, Elizabeth shares how trauma-informed practices have influenced her beliefs and practice in education, and how leaders looking to embark on implementing trauma pedagogy can traverse the challenges they may face.

The implementation of trauma-informed practices in schools requires leaders to attend to the safety and wellbeing of their staff, just as much as they attend to these needs in their students. So how can trauma-informed practices help with caring for teachers, and maintaining group cohesion amongst staff? In the second episode of this three-part series on trauma-informed leadership, we speak with Elizabeth Verstappen. Elizabeth was previously the principal of the Sadadeen State Primary School in Alice Springs, Australia. In this episode, Elizabeth discusses practices that help teachers build skills in relational pedagogy, and support both the personal and professional growth of her staff.

Implementation of trauma-informed practices in schools requires a whole of school approach, endorsed and reinforced by leaders at the school. In part one of this three-part series on trauma-informed education leadership, we speak with Elizabeth Verstappen - former principal of Sadadeen Primary School in Australia. The school has implemented the Trauma-Informed Behaviour Support program over a four-year period and has been the pilot site for the evaluation of the program.

Sports and physical education often provide students experiences of success and efficacy that they may be lacking in other areas of their educational experience. How can physical education capitalize on trauma-informed practices? In this episode, we speak with Dr. Douglas Ellison. He is an assistant professor of Physical Education in the School of Teaching, Learning and Curriculum Studies at Kent University. Dr. Ellison discusses the Teaching Personal and Social Responsibility (TPSR) model of trauma-informed practice in physical education.

Helping students feel safe is a hall mark of trauma informed education. For some children, feeling safe in relationships is difficult. Well intentioned teachers often fall short in the skills required to communicate and reinforce a sense of trust amongst these students. In this episode, we speak with Dr. Kim Golding about her new book, 'Working with Relational Trauma in Schools'.

In this final episode of a 5-part series, Dr. Ayre and Dr. Krishnamoorthy return to discuss tools and strategies to support teachers with challenges presented by COVID-19, and the return of children back to school.

In this 5-part series, Dr. Ayre and Dr. Krishnamoorthy return to discuss tools and strategies to support teachers with challenges presented by COVID-19, and the return of children back to school.

In this 5-part series, Dr. Ayre and Dr. Krishnamoorthy return to discuss tools and strategies to support teachers with challenges presented by COVID-19, and the return of children back to school.

In this 5-part series, Dr. Ayre and Dr. Krishnamoorthy return to discuss tools and strategies to support teachers with challenges presented by COVID-19, and the return of children back to school.

In this 5-part series, Dr. Ayre and Dr. Krishnamoorthy return to discuss tools and strategies to support teachers with challenges presented by COVID-19, and the return of children back to school.

Educational leadership can be complex and challenging. So what does a trauma informed approach have to offer? Listen in to our 8 part leadership coaching series on trauma informed leadership. In this episode we discuss: Time. Our allocations of periods of time reflect our values. Our sequencing of events, construction of moments, and constructions of actions allows us to scaffold and draw a connecting thread through learning occasions to create a unity. To learn more, visit www.tipbs.com

Educational leadership can be complex and challenging. So what does a trauma informed approach have to offer? Listen in to our 8 part leadership coaching series on trauma informed leadership. In this episode we discuss: Language. As a culture shaper, language helps us to direct attention and action. However, the words and structures that make up language not only convey an explicit surface meaning, but also impart a set of deeper associations and connections that implicitly shape thought and in uence behavior. This is the hidden power of language: Its ability to subtly convey messages that shape our thinking, sense of self, and group affinity. To learn more, visit www.tipbs.com Trauma Informed Leadership: Expectations by Trauma Informed Education with Dr. Kay Ayre is licensed under a Creative Commons License.

In this research review podcast, we review the journal article “Trauma Informed School Programming: Applications for Educators and Mental Health Professional Partnerships”. The article is written by Brenda Morton and Anna Beradi from the George Fox University. You can find the full reference to the article in our show notes. The article examines the challenges and conceptual shifts required by educators to ensure effective and sustainable implementation of trauma-informed school partnerships. For the reference to the journal article discussed, check out the show notes at www.tipbs.com

Teaching methods are now personalised and student-focused, using an array of activities and modalities.Classrooms should now be flexible learning spaces, which enable multiple users to work concurrently with multiple purposes. So how do you incorporate the specific needs of an trauma informed approach into the design of a school? That’s the question the Oklahoma City-based nonprofit organization Positive Tomorrows asked itself when it was daydreaming about a new building that could meet the many needs of its students. Positive Tomorrows has been educating homeless kids and providing social services to families since 1989. Today we speak with Gary Armbruster and Amy Brewer.To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.

Educational leadership can be complex and challenging. So what does a trauma informed approach have to offer? Listen in to our 8 part leadership coaching series on trauma informed leadership. In this episode we discuss: Expectations. Expectations are a set of beliefs surrounding future outcomes and anticipated results. As a trauma informed leader, expectations operate as ‘action theories’ that influence our own efforts in relation to the achievement of desired goals for our work and outcomes with respect to our teaching. In this way, expectations not only set our course, but also act as an internal compass that keeps us moving toward our goal. To learn more, visit www.tipbs.com