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Posts tagged as “trauma-informed”

Trauma is ‘Written Into Our Bodies’—but Educators Can Help

Edutopia |

Dr. Nadine Burke Harris, California’s first surgeon general, talks about the impact of multigenerational adversity, SEL in the classroom, and the transformational powers of meditation.

For children with ACEs, the damage is reversible, and teachers can help, Burke Harris says—but she’s adamant that they can’t do it alone. “We all have to play our positions,” she insists, emphasizing the need for broader coordination between medical, educational, and emergency systems. “It’s unfair to ask teachers to be therapists or doctors. The role of educators is in delivering that daily dose of buffering care that’s so important for healing.”

Building resilience and fighting childhood adversity

WLWT | Let’s Talk Cincy

Building resilience and fighting childhood adversity is an ongoing battle in and around Cincinnati. On this episode of Let’s Talk Cincy, a collective of educators, health care professionals and community members share how they are working to prevent and reverse the effects of child traumas.

The program highlights the work of the School-Justice Partnerships and Diversion Pathways Program and Northwest Local Schools. HCESC is a partner of the School-Justice Diversion Pathways program.

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How Schools Can Help Students Experiencing Racial Trauma

Statehouse News Bureau | The State of Ohio

Shantel Jackson is a licensed clinical professional counselor in Columbus who works with people experiencing racial trauma.

As she explains, racial trauma is a form of race-based stress in reaction to discrimination. Jackson says symptoms include students not acting like themselves, or not reaching their academic ability.

Mt. Healthy Schools attempt to get ahead of, address trauma in daily routine

via WLWT |

“This year, we’ve brought in some mental health partners … This year in particular, we are partnering with West Point and we’ve brought them into the school. … We have onsite counseling for students that are willing to accept that. We also have in-school programs for students that need a little bit more support, and we’re looking to kind of bridge that with some family support after hours of school by starting somewhat of a parent group to kind of get those parents some support.”

Mt. Healthy South Elementary Principal Laura House

Hamilton school taking a different approach to deal with misbehaving students

via WCPO |

Fairwood Elementary’s new MindPeace room is helping students get control of their emotions before situations escalate. The room features the sounds of a rainforest, dim lighting and comfy chairs — quite a change from the principal’s office.

Opinion: Trauma-Informed Practice Is a Powerful Tool. But It’s Also Incomplete.

Simona Goldin is the director of instructional design for seminars and special programs at the University of Michigan’s School of Education. Debi Khasnabis teaches courses in multicultural and multilingual education in elementary teacher education and is the chair of elementary teacher education at the University of Michigan School of Education.

We must expand trauma-informed practice to include work supported by the scholarship on systemic inequality and racism and the ways these injustices harm children. Research on ACEs demonstrates that trauma is pervasive across all demographics, but this information has landed in an inherently racist and unequal society. Thus, when children of color experience trauma, they are often read differently than White children by teachers and educators.

Simona Goldin & Debi Khasnabis