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.
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.
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”.
The Council on State Governments recently issued its long-awaited report titled The Consensus Report on School Discipline, which was presented to the White House and the Department of Education. It calls for creating positive school climates with collaborative services to address the discipline crisis. It refers to volume 2 of Helping Traumatized Children Learn in recognizing the importance of trauma in creating a positive school climate and highlighted the Massachusetts Behavioral Health and Public Schools Framework.