Recent Blog Posts

Red Bluff Elementary School District Trains in Adverse Childhood Experiences

By Special to the DN Anderson >> The entire staff of the Red Bluff Elementary School District , numbering more than 270 employees, received training Monday on the topic of Adverse Childhood Experiences , or ACEs, at the Gaia Hotel in Anderson. …. The presentation was given by Julie Kurtz , the regional director at the Center for Child & Family Studies for WestEd , a nonprofit research, development and service agency that works with education and other communities throughout the...

It’s a New Year. Show Yourself and Your Students a Little Grace (edweek.org)

Be gentle on yourself. Be patient. Show yourself a little grace. There’s a corollary: Be gentle on your students, too. They’re trying hard to be their best selves. Show them the same grace. Here’s what that grace will look like in my classroom from January to May: Look for strengths, not just gaps. Practice patience. Balance goal-setting with celebration. Frame reminders for behavior in a caring way. To read more of Justin Minkel's article, please click here.

Book review: "Once I was very, very scared," a book on childhood trauma

The past few years have brought a wealth of evidence for the impact of childhood trauma on lifelong health. The AAP has recognized the importance of childhood trauma with conferences (2015 Violence, Abuse and Toxic Stress: An Update on Trauma-informed Care in Children and Youth) and resources ( AAP Trauma Toolbox for Primary Care .) Like many pediatricians, I have been grateful for the attention to and evidence base for an area of pediatrics I see on a daily basis but for which I have felt...

Held back, but not helped (hechingerreport.org)

Administrators at Carver say that students who enter high school overage feel like they’re wearing a scarlet letter, regardless of why they were retained. “There’s so much shame attached to it. Students constantly tell me, ‘I want to be at my right grade,’” said Jerel Bryant, Carver’s principal. “It’s a huge thing.” Those doubts and shame are one of the many reasons that overage students are at significant risk of dropping out of school. But in New Orleans, overage students are incredibly...

Discussion Topics

Teaching Teens about ACEs?

Jocelyn Goldblatt
I've been asked to speak to a group of students about ACEs. They are aged 16-18, participating in IMPAACT Academy (https://www.gsil.org/impacct-program/get-involved/). 1/2 the class is on the life skill track with limited cognative ability and the other half are bright and bored, diagnosed with ADD/ADHD (but, teacher says they have Trauma/PTSD). My question is about appropriate curriculum for this group. Is it appropriate to give them the ACE quiz so they know their scores and explain the...Read More...
Last Reply By Brenda Yuen · First Unread Post

Resources on Promoting Attendance

Danielle Vander Linden
Hello! I am currently working on a team that is looking to make changes to the way we assess and respond to chronically absent students. Does anyone know of any research that shows how trauma informed approaches have increased student attendance? Does any one have any resources regarding how to best communicate the importance of school attendance to parents/caregivers and students? And lastly, any additional resources regarding how to best nudge students and families that are on track to...Read More...
Last Reply By Dave Brown · First Unread Post

Guest speaker for professional development?

Amber Sams
Hello! Does anyone know of someone my district could bring in for a professional development session on ACES in education? We are located near Allentown, PA. We are interested in someone who could speak to all levels, k-12, but it wouldn't have to be all at once, and we have funding available from a grant. Thank you!Read More...
Last Reply By Dave Brown · First Unread Post

Research on emotional impact of assessment in schools

Maureen Hinman
Hi all, In Oregon we are looking at the the emotional impact of assessments (defined broadly, including formative and summative assessments) in schools. We are working on figuring out how to use quality assessment practices in school to impact the emotional affect of educators, students, and families, and trying to use it to support trauma informed practices. One example could include using more informal formative assessments to influence and adjust teaching and student support so that...Read More...
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