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.
Safe and Supportive Schools
Recently, two noted neuropsychological experts, Dr. Stephanie Monaghan-Blout and Dr. Nancy Roosa of Neuropsychology & Education Services for Children & Adolescents (NESCA), delivered an online presentation titled “Autism and Trauma: The Intersection” that provides some very helpful insights for understanding how neurodiverse students may react to traumatic stress.
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.
TLPI convened a legislative briefing where students from Massachusetts High Schools shared with legislators what they need from their schools in order to learn and do well. The students’ comments make a powerful argument for why we need to include their voice in education reform efforts.
Do you have a passion for education reform? TLPI is seeking to hire a Communications Specialist with energy, experience, passion, intelligence, and an eye to detail to join our team.
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.
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.