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.
Social Emotional Learning
We are pleased to share with you a summary of the Trauma and Learning Policy Initiative (TLPI) Trauma-Sensitive Schools Descriptive Study.
Please click on the video to hear about exciting new research from Susan Cole, Director of the Trauma and Learning Policy Initiative (TLPI).
This month, we share a ten minute video featuring TLPI’s Training Director, Joe Ristuccia, Ed.M., sharing key information on HOW we create trauma-sensitive, safe and supportive schools. Creating a trauma-sensitive school is about engaging in a process of change that embraces the uniqueness of each school community.
“The principal of a small elementary school in central Massachusetts was approached by his staff with a request. They asked …
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.