Trauma Informed Education
Summary: Practical, Evidence Based Strategies for Challenging Students.
Mary Gordon is founder of the Roots of Empathy program in Toronto, Canada. In 2000, she established this international program Roots of Empathy, which now offers programs in elementary schools in around the world. Roots of Empathy is recognized as one of the top evidence-based social and emotional learning programs. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.
In this coaching call, we speak about 'Peter' - a case study about a 11 yr old boy with a prejudicial past, having difficulties at school. The call follows a structured process utilised in the Trauma Informed PBS program to work collaboratively with teachers to generate ideas for interventions and strategies. If you would like to book in for a coaching call for yourself, visit www.tipbs.com and register your details.
The basic needs of children go unmet, they fuel challenging behaviours and hinder learning. These needs include being safe from abuse and neglect, having adequate and suitable accommodation, good and regular nutrition, hydration, sleep, hygiene, exercise and recreation. Learn about the four step framework for practical strategies for building the school readiness of these students. Video link: https://www.youtube.com/watch?v=kdWXT9MaldU
We speak with Dr. Susan Craig. Susan is a lifelong student of early trauma and its effects on children’s learning. Her teaching experience, as well as years of on- site training and technical assistance to school districts throughout the country, provides the context for her advocacy for trauma-sensitive educational reform. Her books Reaching and Teaching Children Who Hurt: Strategies for Your Classroom (2008) and Trauma-Sensitive Schools: Learning Communities Transforming Children’s Lives (2015) are best sellers among teachers and administrators who use them to guide their efforts to make schools more accessible to children with challenging behaviours. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.
We speak with Laura Sikes from the Turnaround for Children program. Set-up in New York in the wake of the events of September 11 in 2001, Turnaround for Children is a program that aims to support schools by providing tools and services to accelerate healthy student development and academic achievement in schools serving high concentrations of children impacted by adversity.Set up by Dr. Pamela Cantor, Turnaround for Children promote clear and actionable steps that can be used by school leaders and practitioners to cultivate safe and supportive environments strengthen relationships and develop essential skills and mindsets. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.
For most students, trust in their teachers comes naturally. But for some, like children who have been abused and neglected, trusting teachers is harder. Negative experiences of failure and punishment make these student weary of teachers and their intentions.So how do you build trust with students? Learn the four step framework for practical strategies to connect with challenging students. Video link: https://www.youtube.com/watch?v=IpwunivGo7Y
Despite the burgeoning knowledge about the impact of trauma on learning, the perceptions and lived educational experiences of youth with trauma living has remained unchartered territory in the research literature. Such understandings, can be useful in understanding how to address the challenges faced by traumatized students in the classroom. The article we are reviewing today is titled ‘Student Perspectives on how Trauma experiences manifest in the Classroom: Engaging Court-Involved Youth in the Development of a Trauma Informed Teaching Curriculum’, written by Shantell West and her colleagues at the Wayne State University in Detroit. For the reference to this journal article discussed, check out the show notes at www.tipbs.com
As teachers, we are often at the mercy of the leadership we work under. We are often required to adopt practices and approaches that we may not fully trust or believe in. Despite the promises of every program or approach, the autonomy and judgement of the teachers - the people who know their students the best - is curtailed and distrusted. But what if there was an approach to leadership and practice that was both evidence based, while still allowing the teachers to act on their expertise and skills? Today we speak to James Moffett, principal of the Derby Hills Elementary in Kansas. James embarked on transforming the disciplinary and educational practices of the school to incorporate the research on Adverse Childhood Experiences by focusing on education the whole child, and not just for their academics. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.
What is the real impact of a educational leader on a school? Trauma informed practices offer principals a framework to think about about both the needs of the student, as well as those of the teachers and broader community. When implemented with diligence, courage and collaboration, a trauma informed approach to leadership can transform schools to being inclusive and compassionate communities of practice. But is there evidence of such methods actually working? Today we speak with Jessica Griffin, the principal of Logan Avenue Elementary in Emporia, Kansas. Jessica has taught at the primary level and served as an instructional coach. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com
Being a principal can be a challenging and demanding role in schools. Balancing the needs of students, with those of the staff and the school community can be a difficult task. With so many competing needs, adopting a trauma informed approach can seem like a enormous task, particularly when teachers and the school community are tired and weary of new approaches. So why would educational leaders want to adopt trauma informed practice in their schools? We speak to Jim Sporleder, author of the book, Trauma Informed Practice: An Implementation Guide for Administrators and School Personnel. As the principal of Lincoln High School in Walla Walla, WA, Jim and his staff’s pioneering work was documented in the movie Paper Tigers. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.
Although much has been written about the impact of such psychiatric difficulties on learning, teachers often have little guidance on effective strategies to support students with mood, anxiety and other mental health concerns. So what can be done to help these students? In this episode, we speak with Jessica Minahan, author of the book, The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students. Jessica is a licensed and board certified behavior analyst, special educator and a consultant to school’s internationally. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.
In this coaching call, we speak with 'Vicky' - a special education teacher . The call follows a structured enquiry process that aims to work collaboratively with teachers to generate ideas for interventions and strategies. If you would like to book in for a coaching call for yourself, visit www.tipbs.com and register your details.
Adverse childhood experiences - including child abuse and neglect - is a national issue. So how do we combat the impact of these events on students? We speak with Mathew Portell from Fall-Hamilton Elementary. Mathew is an educator and principal of Fall-Hamilton Elementary - whose leadership has focused on meeting the complex needs of all students. While building the structure of supports around developing a trauma-sensitive approach, the school has seen great successes with academics, social and emotional outcomes for their students. To access the resources and websites discussed in the interview, check out the show notes by visiting www.tipbs.com.
For some school leaders, taking on school wide trauma informed practice can seem like a daunting task. One that requires an investment of resources including time and money. But is the approach actually effective? In this episode, we speak with Nicole Boykins and Rochelle Gauthier form Crocker College Prep in New Orleans in the United States. The trauma informed practices of Crocker College prep have been internationally recognised and featured in various news outlets, including the National Public Radio service in the United States. Nicole is the principal of the school and Rochelle is a clinical social worker at the school. NIcole and Rochelle speak to us about their successes with trauma informed practices at the school, with lots of practical examples and tips. To access the resources and websites discussed in the interview, check out the show notes by visiting www.tipbs.com. If you're enjoying listening to our podcast, please rate and review it on Itunes. Your ratings make all the difference. Thanks for listening.
We review the article ‘‘Using books to foster resilience in young children" by Karen Petty from the Texas Women's University. The paper offers practical insights into choosing and using story-books to build social emotional skills and resilience. Reference: Petty, K. (2012). Using books to foster resilience in young children. Texas Child Care Quarterly. Fall.