“Turning Around Trauma” by Jonathan Sapers was published in the Fall 2015 edition of Scholastic Administrator. The article, which features TLPI Director Susan Cole, examines how some schools are working to support students impacted by the trauma response.
Trauma Sensitive Schools
In a new report, the Children’s Law Center of Washington, D.C. calls for the implementation of trauma-sensitive schools to support students. “Education reforms in the District will not fully succeed if schools do not address the trauma that students bring with them to class,” said Judith Sandalow, Executive Director of Children’s Law Center.
“Safe, Healthy and Ready to Learn”, a new policy report from Futures Without Violence calls for sufficient funding to dramatically increase the creation and expansion of trauma-sensitive schools.
After finding success in implementing trauma-sensitive practices in five pilot schools, West Virginia announced that all schools in the state will become trauma-sensitive.
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”.
TLPI was featured as the Cover Story in the Harvard Law Bulletin’s Fall 2014 Issue. The article discusses TLPI’s origins and work on Trauma-Sensitive Schools.
Education Week describes why children of veterans can have difficulty in the classroom due to secondhand trauma and how a trauma-sensitive school can help.
Below is an excerpt from, “State, federal lawmakers take action on trauma-informed policies, programs” by Elizabeth Prewitt on the Aces Too …
Susan Cole’s op-ed on the HuffPost responds to the New York Times’ five-part series on childhood homelessness, and argues that trauma-sensitive schools are critical for addressing the learning needs of homeless children.
Excerpt from article by David Bornstein
…Across the country, in Brockton, Mass., just south of Boston, the process and experience have been similar. Six years ago at the Angelo Elementary School, the principal Ryan Powers and the assistant principal Elizabeth Barry connected with the Trauma and Learning Policy Initiative (T.L.P.I.), a collaboration of Massachusetts Advocates for Children and Harvard Law School, to learn how they could improve their interactions with students. They encouraged teachers to read T.L.P.I.’s book “Helping Traumatized Children Learn,” which has been downloaded 50,000 times. (The follow-up book, “Creating and Advocating for Trauma-Sensitive Schools,” is being released this week.)