Resources Schools Can Use to Incorporate Trauma-Sensitive Practices
- Calmer Classrooms: A Guide to Working with Traumatized Children
Child Safety Commission, Melbourne, Victoria, Australia
Calmer Classrooms: A Guide to Working with Traumatized Children assists teachers and other educators in understanding and working with children and youth whose lives have been affected by trauma, particularly related to child maltreatment. It explains the effect of abuse on learning and attachment, providing teachers with strategies involving relationship-based practices for challenges and conflicts in the classroom, as well as self-care.
- Child Trauma Toolkit for Educators
National Child Traumatic Stress Network
The Child Trauma Toolkit for Educators provides information for educators, parents and caretakers, including facts, suggestions, psychological and behavioral impact of trauma by grade level, and self-care.
- Creating Sanctuary in the School
Creating Sanctuary in Schools describes the basis for the process of providing a safe and healing environment for children in schools who need to recover from the effects of trauma, as well as for less traumatized children. Basic assumptions, values, goals and the process that must be shared by all members of the system are described.
- Helping Traumatized Children Learn
Trauma Learning and Policy Initiative
Volume 1 – A Report and Policy Agenda summarizes the research from psychology and neurobiology that documents the impact trauma from exposure to violence can have on children’s learning, behavior and relationships in school. The report also introduces the Flexible Framework, a tool organized according to six core operational functions of schools that can help any school create a trauma-sensitive learning environment for all children.
Volume 2 – Creating and Advocating for Trauma-Sensitive Schools offers a guide to a process for creating trauma-sensitive schools and a policy agenda to provide the support schools need to achieve this goal. Grounded in theory and practice in schools and with families, the guide is intended to be a living document that will grow and change as more schools become trauma-sensitive and add their ideas. The policy agenda calls for changes in laws, policies, and funding streams to support schools in this work. Together, the online learning community and the book are designed to complement each other, helping to build a growing and increasingly visible trauma-sensitive learning community.
- Making SPACE for Learning: Trauma-Informed Practice in Schools
Australian Childhood Foundation
Making SPACE for Learning is a resource guide to assist schools to unlock the potential of traumatized children and young people to grow and develop at school. This publication 1) explains how trauma can impact child development and functioning, including learning; 2) promotes five principles for trauma-informed schools using the acronym SPACE (Staged, Predictable, Adaptive, Connected, and Enabled); and 3) lists many concrete, specific trauma-sensitive strategies schools can implement.
- Supporting and Educating Traumatized Students: A Guide for School-Based Professionals
Eric Rossen and Robert Hull, Editors
Oxford University Press
Supporting and Educating Traumatized Students: A Guide for School-Based Professionals provides practical, effective, and implementable strategies and resources for adapting and differentiating instruction, modifying the classroom and school environments, and building competency for students affected by trauma. The book offers techniques and strategies designed for different educational environments within the context of multiple potential sources of trauma.
- The Heart of Learning and Teaching Compassion, Resiliency, and Academic Success
Office of the Superintendent of Public Instruction, State of Washington
The Heart of Learning: Compassion, Resiliency, and Academic Success is a handbook written and compiled by the State of Washington Office of the Superintendent of Public Instruction and Western Washington University staff. It contains valuable information for educators to help them on a daily basis as they work with students whose learning has been adversely impacted by trauma in their lives.
For questions about this information, contact Elizabeth Cook (608) 266-1999