Schools That Separate the Child from the Trauma

New York Times Logo

Excerpt from article by David Bornstein

…Across the country, in Brockton, Mass., just south of Boston, the process and experience have been similar. Six years ago at the Angelo Elementary School, the principal Ryan Powers and the assistant principal Elizabeth Barry connected with the Trauma and Learning Policy Initiative (T.L.P.I.), a collaboration of Massachusetts Advocates for Children and Harvard Law School, to learn how they could improve their interactions with students. They encouraged teachers to read T.L.P.I.’s book “Helping Traumatized Children Learn,” which has been downloaded 50,000 times. (The follow-up book, “Creating and Advocating for Trauma-Sensitive Schools,” is being released this week.)

Read More …

Welcome to the Trauma Sensitive Schools Website

I am delighted to announce the launch of the Trauma Sensitive Schools Website! As founder and director of the Trauma and Learning Policy Initiative−I would like to tell you a bit about the project, our goals, and how we hope this website will support the growing trauma sensitive schools movement.

Read More …

TLPI and trauma-sensitive schools featured in NY Times

New York Times Logo

The New York Times describes the momentum building behind a movement for trauma-sensitive schools in Massachusetts and around the country in an article today titled “Schools that Separate the Child from the Trauma” by journalist David Bornstein. Citing to Volumes 1 and 2 of Helping Traumatized Children Learn, Bornstein highlights TLPI’s whole-school approach as well as its partnership with the Brockton Public Schools, a promising example of how schools can use an understanding of trauma’s impacts on learning to create school environments that enable all students to learn.

Read More …

Recogniton of the Impact of Trauma on Learning

School-wide approach to trauma sensitivity in schools

By Mary E. Curtis, Ph.D.
In my thirty-some years of working in teacher education, I would be hard pressed to think of a topic that has resonated more deeply with practitioners than the impact of trauma on learning.

Read More …