In this month’s post, we turn our attention to the vital role of school building leadership — principals or headmasters — in creating a trauma-sensitive school.
The Learning Community Blog features guest contributors and an ongoing discussion with Learning Community Members
This month we share a new TLPI video featuring Dr. Sal Terrasi, Ph.D., former Executive Director for Pupil Personnel Services in the Brockton Public School System and Director of the Lesley Institute for Trauma-Sensitivity, sharing key ways school district administrators can work to create the infrastructure and culture to promote trauma-sensitive safe and supportive schools. In this video, Dr. Terrasi shares his thoughts on the School District’s role in supporting the creation of trauma-sensitive schools in four distinct ways: advocacy, communication, training/professional development and community connections.
In this post, we are excited to share the third in our three part series of short videos on the impacts of trauma on learning, classroom behavior, and relationships. One of the most important roles schools can play in the lives of students is helping them to have good relationships with peers and adults. Research indicates that positive student-teacher relationships can help increase academic engagement and performance. But for students impacted by traumatic experiences, forming and maintaining relationships with their peers and with the adults around them can be challenging. To learn more, please view the video below.
In this post, we share the second in our three part series of short videos on the impact of trauma on learning: academics, classroom behavior and relationships. Last month, we introduced the first in this series of short videos featuring TLPI training director, Joel M. Ristuccia, Ed.M. speaking about the impact of trauma on learning, Part 1: Academic Performance. This week we share Part 2 in the series, wherein the impact of trauma on classroom behavior is explored.
The long days of summer are winding down and a new school year is quickly approaching or has already started for many of us. This presents an exciting opportunity to return to the work of creating trauma-sensitive, safe and supportive learning environments for all students. We are excited to share a series of short videos that can be used for the whole staff in the on-going work of deepening the understanding of the prevalence and impacts of trauma on learning, a critical step in creating a trauma-sensitive school.
As many of us begin thinking about returning to school for a new school year and providing training opportunities for school staff, we are excited to share another resource in a series that we’ll be offering this summer, a video about the prevalence of traumatic experiences in childhood.
For many of us, the end of the school year is near. This time of year offers an opportunity for reflection as well as celebrating successes, taking stock of accomplishments, and thinking ahead to what might need to be considered for next year. Many schools have been guided by the use of the trauma-sensitive vision questions help make sure that the chosen actions move the school closer to becoming trauma-sensitive. In this blog post we share a few ideas and questions to help in reflecting on the year and preparing for continuing the work to become a trauma-sensitive/safe and supportive into next school year.
In previous blog posts, we shared information, tools and resources for use in creating trauma-sensitive schools. This month, we are excited to share with you an additional tool for getting started on the journey to trauma-sensitivity in your school. TLPI Training Director, Joel Ristuccia, Ed.M., recently had the opportunity to present a webinar on creating safe and supportive learning environments for all students for the MA Department of Elementary and Secondary Education’s Safe and Supportive Schools grantees.
The inquiry-based process encourages schools to identify their own measures of success in order to assess the effectiveness of their school’s action plan. Key to assessing effectiveness is making sure that tracking progress is an on-going process and that the steering committee think creatively about the kinds of data that they might look at to chart their progress toward trauma-sensitivity. We encourage steering committees to pay attention to two types of data. The first of these is the qualitative changes in the practices and behaviors of faculty, staff and students. A second type of measure involves outcome measures and measures of individual student success.
A critical component of creating a safe and supportive school is giving thoughtful consideration to making sure that when needed, students and families have access to culturally, linguistically, clinically, age and developmentally appropriate services that are integrated into a welcoming school culture.