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Trauma & Healing Awareness

Developing Teacher Resilience & Resilient School Cultures

Teacher resilience in a pandemic is a timely topic for America’s superintendents. This literature review focuses on teacher resilience and retention, with relevance for building resilient school cultures. The question guiding analysis of studies was, “What factors and processes contribute to teacher resilience and the ability to overcome adversity?” Findings were that individual and contextual factors of resilience impact teachers’ ability to persevere, as well as schools’ capacity to retain novice teachers. Resilience is associated with retention, job satisfaction, and other positive outcomes. Actions for developing teacher resilience and resilient school cultures are identified. K–12 teachers who attend to factors of resilience can better adapt and overcome adversity. School district leaders who encourage teacher resilience can foster resilient school cultures 

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Power of Identity: Facilitating Identity Circles

The Power of Identity presents materials on culturally responsive supervision from the first of a three‐part series designed for supervisors in teacher education. This series was developed in partnership with Dr. Tanisha Brandon‐Felder, a consultant in professional development on equity pedagogy. This document contains handouts, planning tools, readings, facilitation video about Identity Circles, and other materials to provide facilitators with a scaffolded experience. The materials focus on experiential understanding of the power of identity and to imagine the possibilities when teachers truly know their students. 

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Brain Development in Children

This video emphasizes the critical period for brain growth from birth to age 5 and how experiences like nutrition, learning, and social interactions shape the brain. Trauma, such as abuse or neglect, can cause lasting effects by altering brain structure and strengthening negative connections.

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Ways to Communicate High Expectations to Students

This article provides an understanding of why communicating high expectations to students is important. Effective communication is key to conveying high expectations to students. It requires a clear approach that acknowledges their capabilities, sets achievable goals, and fosters a growth mindset. As educators, it is essential to strike the right balance between high expectations and support, ensuring students feel motivated and empowered to reach their full potential. The accompanying form from Cultures Connecting provides a list of ideas. Choose one that is a new strategy you can realistically implement. 

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How to Build Students’ Resilience

As educators, we talk a lot about resilience—how students need it to bounce back from challenges, grit their teeth, and persevere. But what if resilience isn’t just about bouncing back? What if it’s about bouncing forward, adapting, thriving, and growing stronger with each setback? The good news is that resilience isn’t some mystical trait. It’s a skill—a muscle, if you will—that we can strengthen in our students. The strategies we utilize in the classroom are the ultimate training ground. Teachers can use these strategies to strengthen their students’ ability to cope with setbacks and frustration.

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Exploring Equity Issues: Introduction to Trauma-Informed Classrooms: Inclusive Learning Strategies for Educators

Trauma is an issue of equity: it impedes educational attainment on its own, and disproportionately targets students of color, students with disabilities, those living in poverty, LGBTQ+ students, and others who experience marginalization. Supporting young people’s right to full learning requires a foundational shift in the way we view difficult classroom behaviors and learning struggles. This article outlines key points and activities to consider when building trauma informed classroom that include inclusive learning strategies for educators.

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Educating the Whole Child: Improving School Climate to Support Student Success

This brief reviews research demonstrating that student learning and development depend on affirming relationships operating within a positive school climate. It describes how such an environment can provide all children with a sense of safety and belonging by creating safe and culturally responsive classroom communities, connecting with families, teaching social-emotional skills, helping students learn to learn, and offering a multi-tiered system of supports.

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