November 14, 2019

Do you have a passion for education reform? TLPI is seeking to hire a Communications Specialist with energy, experience, passion, intelligence, and an eye to detail to join our team. LEARN MORE

New TLPI Video: A School’s Journey to Trauma Sensitivity — October 1, 2019

Please watch MAC TLPI's new video A School's Journey to Trauma Sensitivity. LEARN MORE

Safe and Supportive Schools Grant Opportunity through MA DESE — July 22, 2019

MA DESE announces that the 2019-2020 (FY20) Safe and Supportive Schools Competitive Grant (FC335) is now posted. Please visit http://www.doe.mass.edu/grants/2020/335/ for more information. LEARN MORE

Trauma-Sensitive Schools Research Study Snapshot — May 6, 2019

We  are pleased to share with you a summary of the Trauma and Learning Policy Initiative (TLPI) Trauma-Sensitive Schools Descriptive Study. This two-year study by the American Institutes for Research (AIR) provides new evidence that an understanding of trauma sensitivity can lead to changes in practice and new ways of interacting with both students and with fellow staff members. In turn these new ways of thinking and changes in practice can serve as a foundation for school-wide culture change that enables students and their educators to feel safe and supported to learn and be successful.  LEARN MORE

Supporting Families With Remote Learning — May 18, 2020

Trauma-sensitive school leaders spoke to the critical role that parents and care givers are playing in this time of remote learning. Educators are now working closely with parents and caregivers in new ways, often supporting them as collaborating co-teachers.  They shared the wonderful examples of how elementary school educators are inviting families to join the learning. LEARN MORE

Trauma-Sensitive Remote Learning: Connecting with Families — May 14, 2020

Educators share the questions that they use to guide their COVID-19 response and how they are addressing their most urgent priorities in trauma-sensitive and culturally responsive ways. LEARN MORE

Trauma-Sensitive Remote Learning: Keeping Connections Strong — April 20, 2020

Recently TLPI convened a group of trauma-sensitive school leaders to listen to the many ways in which they are using the trauma lens to buffer the traumatic effects of these challenges and guide their work in these difficult times. LEARN MORE

Understanding the Impact of Trauma on Students with Autism — March 30, 2020

Recently, two noted neuropsychological experts, Dr. Stephanie Monaghan-Blout and Dr. Nancy Roosa of Neuropsychology & Education Services for Children & Adolescents (NESCA), delivered an online presentation  titled  “Autism and Trauma: The Intersection” that provides some very helpful insights for understanding how neurodiverse students may react to traumatic stress. LEARN MORE

A Message to Our Learning Community — March 16, 2020

Beginning this week, TLPI staff will be working remotely in response to the public health emergency resulting from the COVID-19 outbreak. We will continue operations by responding to e-mails, phone calls and website requests as normal, but will be doing so from outside our office. As we began preparing for this transition, we grappled with how to stay connected as a team and thought it might be helpful to schools and districts to create an opportunity to join us in thinking through how to maintain the strong sense of community that exists in trauma-sensitive, safe and supportive schools when the schools have been shut down. LEARN MORE

TLPI's Response to Covid-19
Learn More About TLPI’s Response
to Covid-19

 

 PUBLICATIONS

HELPING TRAUMATIZED CHILDREN LEARN

Cover of the Purple Book: Helping Traumatized Children Learn Volume 1 Volume 1
A Report and Policy Agenda
TLPI’s groundbreaking publication describes the impact of trauma on learning and proposes a policy agenda.
Purchase or download

 

Creating and Advocating for Trauma-Sensitive SchoolsVolume 2
Creating and Advocating for Trauma-Sensitive Schools
This book offers a guide to a process for creating trauma-sensitive schools and a policy agenda to provide the support schools need to achieve this goal
Purchase or download

 

 AUDIO/VIDEOS

Visit Our New Videos Page to see More videos

NEW VIDEO: A School’s Journey Toward Trauma Sensitivity


TTLPI is pleased to share this 10 minute video highlighting one elementary school’s journey to create a trauma-sensitive, safe and supportive school.

VIDEO: WHY WE NEED
TRAUMA-SENSITIVE SCHOOLS


Trauma-sensitive schools help ALL children to feel safe to learn. Watch the video to find out why.

The Impacts of Trauma on Learning, Part 1: Academic Performance


Traumatic experiences in childhood can impact learning. Watch Part 1: Academic Performance.

Students Speak:

Why We Need Safe and Supportive Schools

A legislative briefing co-sponsored by longtime lead sponsors of the Safe and Supportive Schools Law and line item, Sen. Sal DiDomenico and Rep. Ruth Balser, was held on February 25, 2020 at the State House. High school students from several cities shared with legislators what they need from their schools in order to learn and do well.  As part of TLPI’s ongoing work on the Safe and Supportive Schools Commission, we conducted listening and learning sessions last spring with 73 urban middle and high school students across Massachusetts, which resulted in a report documenting what those students shared with us, entitled “Students’ Voices: Their Perspectives on How Schools Are and Should Be.”  This legislative briefing grows out of of this work, as the high school students with whom we are currently collaborating volunteered to come to the State House to share their perspectives on why we need Safe and Supportive Schools. Please click here to read more.

Research

TLPI Descriptive Study - American Institutes for ResearchTLPI Descriptive Study – American Institutes for Research

The purpose of this study by the American Institute for Research was to understand and describe how five demonstration schools in Massachusetts implemented the Inquiry Based Process (IBP) to create trauma-sensitive, safe and supportive learning environments.

Major Outcomes of this study include:

  • decreased office referrals and disciplinary incidents
  • improved staff and student relationships
  • positive changes in school climate as evidenced by reports of fewer crisis
  • schools feeling “safer” and “calmer”
  •  more parent communication and engagement.
  • increased staff cohesion

In addition, the IBP empowered teachers and helped to build shared ownership for school climate and culture change, produced shifts in mindset that led to changes in practice, and over time appeared to become embedded in the culture of the school. Read the study here

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CONTACT US

To contact the Trauma and Learning Policy Initiative, click here.

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