In “When Home Is Tough, Making Students Feel Good At School”, NPR highlights Mott Haven Academy Charter School and the success they have experienced working with traumatized students.
News and Updates
On September 14, the Ferguson Commission released its final report highlighting the need for schools to understand the impact of trauma on students and cites TLPI’s work as a model.
In the wake of a lawsuit filed against the Compton Unified School District, both NPR and the Christian Science Monitor address the issues and concerns this lawsuit has raised.
The American Federation of Teachers Massachusetts recently voiced its support for Safe and Supportive Schools.
On July 22, 2015, TLPI hosted the Safe and Supportive Schools Commission for a summer retreat.
In a new report, the Children’s Law Center of Washington, D.C. calls for the implementation of trauma-sensitive schools to support students. “Education reforms in the District will not fully succeed if schools do not address the trauma that students bring with them to class,” said Judith Sandalow, Executive Director of Children’s Law Center.
Boston Neighborhood Network News interviews Andria Amador about Boston Public School’s use of Social Emotional Learning and creating safe environments for all students.
“Safe, Healthy and Ready to Learn”, a new policy report from Futures Without Violence calls for sufficient funding to dramatically increase the creation and expansion of trauma-sensitive schools.
After finding success in implementing trauma-sensitive practices in five pilot schools, West Virginia announced that all schools in the state will become trauma-sensitive.
In a new report to the Washington State legislature, the Area Health Education Center at Washington State University looks at the effect of adverse experiences, economic well-being, safety and family challenges on academic success. The report does not find differences in the number of adverse experiences in poverty communities versus those that are more economically advantaged; instead it finds that poverty is an independent indicator of reduced academic success.