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.
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.
In this post, we share the second in our three part series of short videos on the impact of trauma on learning: academics, classroom behavior and relationships. Last month, we introduced the first in this series of short videos featuring TLPI training director, Joel M. Ristuccia, Ed.M. speaking about the impact of trauma on learning, Part 1: Academic Performance. This week we share Part 2 in the series, wherein the impact of trauma on classroom behavior is explored.
In previous blog posts, we shared information, tools and resources for use in creating trauma-sensitive schools. This month, we are excited to share with you an additional tool for getting started on the journey to trauma-sensitivity in your school. TLPI Training Director, Joel Ristuccia, Ed.M., recently had the opportunity to present a webinar on creating safe and supportive learning environments for all students for the MA Department of Elementary and Secondary Education’s Safe and Supportive Schools grantees.
Cherokee Point Elementary School is featured in a new video from The California Endowment. This San Diego school has incorporated trauma-sensitive principles into their daily operations, with dramatic results. “Understanding the whole child, where they are coming from, how we treat students with respect, is a trauma-informed philosophy.
Dr. Mary E. Curtis, director of the Center for Special Education at Lesley University discusses “3 big ideas” in volume 2 of Helping Traumatized Children Learn that influenced Lesley University’s design of a series of trauma and learning graduate courses for educators.
In this video, from the November release of Helping Traumatized Children Learn, Volume 2, Ryan Powers, Principal of the Mary E. Baker Elementary School, in Brockton, MA, discusses the importance of trauma sensitivity for improving the social and emotional well-being of all students.
In this video from the November 14 release of Helping Traumatized Children Learn, Volume 2, Dr. Sal Terrasi speaks about Brockton Public Schools’ work to create safe and supportive learning environments for all students. Drawing a parallel with the Civil Rights Movement, he views current efforts to make schools trauma sensitive as stemming from the same impetus that drove desegregation: a desire to create the best learning environments for children.