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Volume 15 | Issue 15 | April 9, 2020
Childhood trauma is one of the most extensive and invisible factors affecting students and their learning. A sensitive learning environment, in which educators are attuned to students' life experiences and intervene to support self-regulation and coping skills, has positive implications for all students' success.
Jason A. Haap
Students who have experienced trauma often have an unconscious set of beliefs that can impact their behavior. As educators seek to counterbalance this negative thinking, they must reframe students' private logic, too.
Lihi Rosenthal and Iracema Hromnik
A stressed brain can't learn. Six principles can support teachers and leaders in meeting the needs of trauma-affected youths.
Debbie Zacarian, Lourdes Alvarez-Ortiz, and Judie Haynes
As the COVID-19 pandemic upends communities worldwide, trauma-informed practices to support students who have experienced childhood trauma are more urgent than ever.
Howard Yank and Maika Yeigh
When educators experience secondary traumatic stress, it creates systemic problems for teaching and learning. Instructional leaders can offer support and coping strategies when issues arise.
Julia Handelman and Rodney Harrelson
When mindfulness tools become a regular part of the school day, students have productive strategies to deal with stress and emotions.
Rita Platt
Faced with problematic student behaviors, a principal turned her staff's attention to trauma and relationship building.
Kristin Souers
Educators must recognize the ongoing life stresses facing many students.
How can schools play a role in supporting student safety and well-being and build the case for funding evidence-based mental health prevention and early identification? Download the white paper.
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