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.
MA DESE announces that the 2019-2020 (FY20) Safe and Supportive Schools Competitive Grant (FC335) is now posted. Please visit http://www.doe.mass.edu/grants/2020/335/ for more information.
TLPI Director, Susan Cole, shares news from the Trauma Aware Schools Conference In Australia.
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.
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).
The House Ways and Means budget was released this week and the line item for Safe and Supportive Schools includes $400,000. Representative Ruth Balser has filed a budget amendment for the Safe and Supportive Schools line item (7061-9612) to increase funding to $500,000. This will restore funding to last year’s level. We are writing with an URGENT request to please email your MA Representative and ask him or her to co-sponsor Representative Balser’s amendment!
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 …
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.