"Students impacted by trauma face behavioral and mental health challenges, which, if not addressed, have long-lasting impacts. In Trauma-Sensitive Instruction: Creating a Safe and Predictable Classroom Environment, authors John F. Eller and Tom Hierck emphasize the importance of creating safe classrooms where students build resilience to cope with and handle traumatic experiences. This book helps readers understand the impact of trauma and develop a trauma-sensitive mindset that champions the idea that all students can learn at high levels and be successful. Educators at every level will examine practical, research-based strategies they can implement to support students in building positive behavior management and learning experiences"--

In this follow-up to her bestseller, Trauma-Sensitive Schools, Susan Craig provides secondary school teachers and administrators with a trauma-sensitive approach to instruction that will improve students’ achievement. The text provides an overview of the effects of three types of trauma on adolescent development: early childhood adversity, community violence, and systemic inequities. Book Features: Provides an overview of the effects of three types of trauma on adolescent development: early childhood adversity, community violence, and systemic inequities.Links the effects of trauma on students’ cognitive development to educational reform efforts.Integrates research on adolescents’ neurodevelopment and current educational best practices.Builds the capacity of education professionals to successfully manage the behavior of adolescents with symptoms of complex developmental trauma. “Susan Craig’s book provides the scientific evidence and the reasons why it is so critical that schools take this new path in serving our students.” —From the Foreword by Jim Sporleder, principal profiled in the documentary Paper Tigers “A uniquely comprehensive and accessible resource for all educators and school administrators.” —Eric Rossen, National Association of School Psychologists “An in-depth look into the impact of trauma on the adolescent brain along with ideas about how educators can support student learning. This is an essential book for any secondary educator or administrator.” —Sara Daniel, director of clinical services, SaintA, Milwaukee, WI

Growing evidence supports the important relationship between trauma and academic failure. Along with the failure of “zero tolerance” policies to resolve issues of school safety and a new understanding of children’s disruptive behavior, educators are changing the way they view children’s academic and social problems. In response, the trauma-sensitive schools movement presents a new vision for promoting children’s success. This book introduces this promising approach and provides K–5 education professionals with clear explanations of current research and dozens of practical, creative ideas to help them. Integrating research on children’s neurodevelopment and educational best practices, this important book will build the capacity of teachers and school administrators to successfully manage the behavior of children with symptoms of complex developmental trauma. “Kudos! Susan Craig has done it again. After Reaching and Teaching Children Who Hurt, she has written a book that will help administrators and educators truly make schoolwide trauma sensitivity a regular part of the way their schools are run. A major contribution to education reform.” —Susan Cole, director, Trauma and Learning Policy Initiative, Massachusetts Advocates for Children, and Harvard Law School. “Dr. Craig’s message is clear that promoting self-reflection, self-regulation and integration gives traumatized children the chance at learning that they’re not getting in traditional approaches. And she bravely points out that it’s critical for teachers to recognize the toll that this emotional work can take and the need for self-care. Being mindful of both the importance of trauma sensitive systems and the enormity of the task of helping vulnerable children build resilience is so critical for everyone working with and caring for our children.” —Julie Beem, MBA, Executive Director of the Attachment & Trauma Network, Inc.

"Learn how to support middle and high school students with specific literacy practices (reading, speaking, listening, and writing) that build resilience. The authors provide strategies based on their extensive knowledge and experience in trauma-sensitive instruction, adolescent literacy, and culturally responsive-sustaining pedagogies. The text includes teacher vignettes and implementation steps"--

Selected as a "Favorite Book for Educators in 2018" by Greater Good. From the author of Mindfulness for Teachers, a guide to supporting trauma-exposed students. Fully half the students in U.S. schools have experienced trauma, violence, or chronic stress. In the face of this epidemic, it falls increasingly to teachers to provide the adult support these students need to function in school. But most educators have received little training to prepare them for this role. In her new book, Tish Jennings—an internationally recognized leader in the field of social and emotional learning—shares research and experiential knowledge about the practices that support students' healing, build their resilience, and foster compassion in the classroom. In Part I, Jennings describes the effects of trauma on body and mind, and how to recognize them in students' behavior. In Part II, she introduces the trauma-sensitive practices she has implemented in her work with schools. And in Part III, she connects the dots between mindfulness, compassion, and resilience. Each chapter contains easy-to-use, practical activities to hone the skills needed to create a compassionate learning environment.

Educators must both respond to the impact of trauma, and prevent trauma at school. Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity. In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms.

In this galvanizing book for all educators, Kristin Souers and Pete Hall explore an urgent and growing issue--childhood trauma--and its profound effect on learning and teaching. Grounded in research and the authors' experience working with trauma-affected students and their teachers, Fostering Resilient Learners will help you cultivate a trauma-sensitive learning environment for students across all content areas, grade levels, and educational settings. The authors--a mental health therapist and a veteran principal--provide proven, reliable strategies to help you * Understand what trauma is and how it hinders the learning, motivation, and success of all students in the classroom. * Build strong relationships and create a safe space to enable students to learn at high levels. * Adopt a strengths-based approach that leads you to recalibrate how you view destructive student behaviors and to perceive what students need to break negative cycles. * Head off frustration and burnout with essential self-care techniques that will help you and your students flourish. Each chapter also includes questions and exercises to encourage reflection and extension of the ideas in this book. As an educator, you face the impact of trauma in the classroom every day. Let this book be your guide to seeking solutions rather than dwelling on problems, to building relationships that allow students to grow, thrive, and--most assuredly--learn at high levels.