ACEs
A School’s Journey Toward Trauma Sensitivity – New Video
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.
Student Voices: Their Perspectives on How Schools Are and Should Be
We recently completed a focus group report that includes insights from secondary school students about how schools are and how they should be.
MA Congresswoman Clark files Trauma-Informed Schools Act of 2019 to amend ESEA
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.
Trauma-Sensitive Schools Research Study Snapshot
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.
Trauma-Sensitive Schools Research Study Released
We are pleased to share with you a summary of the Trauma and Learning Policy Initiative (TLPI) Trauma-Sensitive Schools Descriptive Study.
Trauma-Sensitive Schools Descriptive Study Coming Soon!
Please click on the video to hear about exciting new research from Susan Cole, Director of the Trauma and Learning Policy Initiative (TLPI).
New Article: Understanding Trauma’s Impact on Learning
We write this month to share a newly published article with you. The February, 2109 edition of School Administrator, the American Association of School Administrators’ award-winning monthly magazine, features an article written by TLPI’s Director, Susan Cole.
School Building Leadership’s Role in Creating a Trauma-Sensitive School
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.
District Leadership’s Role in Supporting and Creating Trauma Sensitive Schools
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.