In our recent interviews, trauma-sensitive school leaders pointed to the importance of teamwork, collaboration, and staff cohesion for mitigating stress and helping educators feel effective and empowered.
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.
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.
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.
Please watch MAC TLPI’s new video A School’s Journey to Trauma Sensitivity.
TLPI is pleased to share this 10 minute video highlighting one elementary school’s journey to create a trauma-sensitive, safe and supportive school by using the process-based approach outlined in Helping Traumatized Children Learn, Vol. 2.
We recently completed a focus group report that includes insights from secondary school students about how schools are and how they should be.
Massachusetts Congresswoman Katherine Clark along with Congressmen Mike Quigley (D-IL) and Brian Fitzpatrick (R-PA) recently introduced the Trauma-Informed Schools Act of 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.
We are pleased to share with you a summary of the Trauma and Learning Policy Initiative (TLPI) Trauma-Sensitive Schools Descriptive Study.