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.
Meredith Kolodner writes about high schools which are successfully decreasing suspensions and expulsions through trauma sensitive practices that address the reasons for a student’s behavior in her article, “How Schools Can Lower Suspension Rates and Raise Graduation Rates”.