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.

"Building Trauma-Sensitive Schools is a practical, accessible guide to building learning environments that ensure safety, develop regulation skills, and grow caring relationships for all students, including those who have experienced trauma"--

Specifically designed for administrators and leaders working in early childhood education, this practical guide offers comprehensive resources for creating trauma-responsive organizations and systems. Throughout this book, you'll find: Exercises and tools for identifying the strengths and areas in need of change within your program, school or agency. Reflection questions and sample conversations. Rich vignettes from programs already striving to create healthier, trauma-responsive environments. The guidance in this book is explained with simple, easy-to-implement strategies you can apply immediately to your own practice and is accompanied by brainstorming questions to help educational leaders both new to and experienced with trauma-informed practices succeed.

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

"Help for Billy brings a compassionate voice to the thousands of children who attend every school in America who have been impacted by trauma, and the significant disadvantage that stress has on brain development"--Publisher's description.

Fifty concrete strategies to help school leaders create a learning environment that better serves and supports students living with trauma. Many educators have heard about the need to implement "trauma-sensitive" practices in order to help students heal and succeed. But what does this look like on a day-to-day basis? What does it require of teachers and of those who lead them? In Trauma-Sensitive School Leadership, Bill Ziegler, Dave Ramage, Andrea Parson, and Justin Foster provide a framework to guide administrators and their teams through the process. With reference to research and their own experience as teachers, counselors, and school leaders, the authors explain how to * Develop empathetic and supportive relationships among students and staff. * Identify biases and barriers that hinder educators' ability to support learners affected by trauma. * Design all-school events and daily lesson plans to minimize the likelihood of retraumatizing vulnerable students. * Retool discipline practices and physical spaces to foster a more trauma-sensitive culture and climate. * Establish supports to help teachers and other staff deal with secondary trauma. Accepting students for who they are and responding compassionately to their needs leads to greater success in academics and life. With 50 recommended strategies and real-life examples of trauma-informed healing practices, Trauma-Sensitive School Leadership can help you transform your school to better serve your students.

"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"--