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.
We are excited to share a new video with you. Over the course of several months last year, we shared blogs that included a series of videos that schools can use for training and professional development. This month’s blog features a video of TLPI Training Director, Joel M. Ristuccia, Ed.M., addressing the need for a whole-school approach to trauma-sensitivity and the importance of building community for all students.
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.
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.
MA DESE announces that the Fiscal Year 2019 (FY19) Safe and Supportive Schools Grant Program (Fund Code 335), funded through the Safe and Supportive Schools line item (7061-9612), is now accepting proposals for the 2018-19 school year. For more information, please see the FY19 fund code 335 RFP Page http://www.doe.mass.edu/grants/2019/335/
The process of creating a trauma-sensitive school begins when an individual’s or small group of staff have a sense of urgency about the need to address an important school priority. When a significant number of staff determine to address this urgent priority in a trauma-sensitive way the seed for making change can take hold.
Cherokee Point Elementary School is featured in a new video from The California Endowment. This San Diego school has incorporated trauma-sensitive principles into their daily operations, with dramatic results. “Understanding the whole child, where they are coming from, how we treat students with respect, is a trauma-informed philosophy.