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Trauma Responsive

Speak Up at School: How to Implement

This guidebook from Learning for Justice offers tools and strategies to prepare you to speak up against prejudice, bias and stereotypes at school. Because whoever it is, and wherever you are, there are ways to be ready for such moments, ways to make sure that you aren’t caught tongue-tied, ways to make sure that you don’t let hate have the last word. Check out the accompanying instructional video and guide on how to implement the curriculum in classrooms for grades 6th through 12th.

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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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Speak Up at School: How to Implement (video)

This is the accompanying instructional video on how to implement the curriculum in classrooms for grades 6th through 12th. The guidebook from Learning for Justice offers tools and strategies to prepare you to speak up against prejudice, bias and stereotypes at school. Because whoever it is, and wherever you are, there are ways to be ready for such moments, ways to make sure that you aren’t caught tongue-tied, ways to make sure that you don’t let hate have the last word.

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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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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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We Need Trauma Informed Work Places

The past several years have been incredibly turbulent, as we’ve faced Covid, racial violence, political upheaval, environmental disasters, war, and more. Anxiety and depression have skyrocketed. Organizations have had to confront issues they never expected and find new ways to support their employees through repeated traumatic experiences. The reality, though, is that trauma is not new in our organizations. It’s not going away, either. Estimates are that six in 10 men and five in 10 women experience at least one trauma, and approximately 6% of the population will experience PTSD at some point in their lives. As we’ve seen the lines between work and home blur and a fundamental shift in our expectations of the places we work, organizations have struggled to provide the support and leadership their employees need. That’s why it’s so important to take steps now to build the cultures that can see them through current and future crises. To do that, we need to build trauma-informed organizations.

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Comprehensive Behavioral Health Model: Case Example

Read about The BHS department is comprised of over 100 school psychologists and over 50 graduate students, which support all BPS schools to provide student-level services (e.g. counseling & interventions) and systems-level services (e.g. climate team facilitation). Every child experiences a pro-social curriculum as part of their classroom and school experience. Teachers periodically review each of their students’ behavioral health strengths and needs. Students in need of additional support are provided appropriate services in a timely fashion. Teams of teachers and administrators review student behavioral health data and process on a regular basis. Community partners, families, and school personnel meet periodically and are in consistent communication about children who are receiving support.
This work is aligned with NASP Practice Model.

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