Research on trauma-sensitive schools provides timely insights for educating students during this time of unprecedented crises. Boston University researchers completed “An Evaluation of the Trauma and Learning Policy Initiative’s (TLPI) Inquiry-Based Process: Year Three.” The report evaluated the efficacy and sustainability of the trauma-sensitive culture changes that occurred in three demonstration schools that used TLPI’s inquiry-based process.
We recently completed a focus group report that includes insights from secondary school students about how schools are and how they should be.
This month’s blog post explores one of the key findings of the AIR research report related to readiness or the extent to which the school is both willing and able to undertake the process of becoming trauma sensitive, safe and supportive. We also share readiness questions that can help your school determine readiness to engage in the work of becoming trauma sensitive.
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.
In April, Johns Hopkins’ Urban Health Institute held their fourth annual symposium on the social determinants of health, “Healing Together: Community-Level Trauma– Its Causes, Consequences and Solutions,” with the goal of providing education and opportunities for partnerships to make Baltimore a more “trauma-informed” city.