Tagged With "students"
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Re: Trauma-informed Schools: What Can YOU Do?
Hello, Dana, Thank you for your kind words! I recall from our phone conversation that you infuse an exorbitant amount of heart, talent and vision into trauma informed work to help so many people. Yes, I would like to speak with you about including my trauma-informed online video courses in the opportunities you are compiling as part of the San Diego Trauma-Informed Guide Team's Training committee. Please reach out at your convenience.
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Re: One Teacher’s Heartfelt Strategy to Stop Future School Shootings—And It’s Not About Guns [msn.com]
You're welcome, Jennifer. I shared it here because I feel like the teacher described in the article "gets it" -- and it's at the heart of why I believe so many of us choose to gather here on ACN for sharing and discussion.
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Re: ACEs survey and support in primary schools
Hi Kinyofu, Here's a great resource: https://www.ncmhjj.com/resourc...a-screening-schools/ It is quick and to the point, offering the key points to consider. Hope it helps.
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Re: Parent, Educator, and Student Resources - FREE
Leah, I love this idea and would like to see the stuff you want to share. The situation is same everywhere in the world. My FB page link here https://www.facebook.com/children.trust.94
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Re: No More 'At-Risk' Students in California [insidehighered.com]
I am so glad to see this! we have some more work to do. The most stigmatizing language we use is in Special Education: Special Day Classes; Mild Moderate and Moderate Severe.... I am not sure what they mean? I would love to work with others to shift this to more of a Growth Mindset!
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Re: Starting the School Year Optimally
Hi, Karen: Nice essay! If you’re interested in posting the whole essay on ACEs Connection, we can include it in the Daily Digest and will clone to ACEs in Education. If you decide to do so, feel free to link to your blog, LinkedIn page or web page at the end of the essay. Cheers, Jane Jane Stevens Founder, publisher ACEsConnection.com ACEsTooHigh.com ACEs = Adverse Childhood Experiences 707-495-1112 jstevens@acesconnection.com > On Aug 6, 2018, at 8:24 AM, ACEsConnection <...
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Re: A "When the Nickel Dropped" Story - Sometimes It's Something So Small
I really love this story! I love the focus on the students' interests and how it leads to the building of relationship, and how this effort had the unanticipated impact of identifying a major talent, with ensuing benefits for the child and teacher in the classroom. It has all the elements that you would anticipate from a knowledge of human, child, and lifespan development, and it played out with just a little attentiveness from the teacher. What a great example of resilient teaching. I hope...
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Re: ACEs Validated My Teaching Experience
Thank you for sharing your experience. I worked in Community Behavioral Health in Arizona as a therapist for a couple of years and remember the grief that I experienced within myself as I was unable to use the therapy skills I had learned, mostly CBT and other cognitive interventions, because the children and families were experiencing such high levels of stress and so many unmet needs. The ACEs Study opened my eyes and lit a fire under me to become an advocate for system change. How can we...
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Re: Closing the Empathy Gap in Education
Thank you so much Lee-Anne for your post! The Connect Group's development of your empathy circles is an exemplary model of intentional listening, reflection and sharing through authentic vulnerability. Profound! Having the blessing of your youth leaders facilitating and teaching empathy circles with our systems engaged youth in our City of San Diego Commission on Gang Prevention & Intervention's Youth Sub-Committee, we were grateful for their leadership on behalf of our youths' skill...
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Re: Closing the Empathy Gap in Education
You're welcome, Dana! Thanks for all you do to support the movement, and for recommending the post! Our youth leaders are eager to serve, and found very empowered peers at the Sub-Committee meeting. Bravo!
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Re: An Interview with Alfonso Ramirez on Trauma Informed Schools
Loved the info about "student advisory committee called the Trauma Informed Equity Committee which has created a pilot student climate survey to get a good look into how students experience teacher and peer relationships, the student environment, and equity in their education." Wondering if they educate students about ACEs and if so, how is that done? Also loved how he talked about the subtle nature of the outcomes of this work but also the fact they were able to drop their disciplinary...
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Nonprofit organizations and partnerships can support students during the COVID-19 crisis [childtrends.org]
By Vanessa Sacks and Rebecca M. Jones, Child Trends, June 17, 2020 With the abrupt closure of schools around the country as a result of the COVID-19 pandemic, many community-based organizations that provide critical supports to students in the school building have had to stop offering services. Others have quickly transitioned to a new way of serving students and have learned some early and important lessons along the way. Child Trends has been working with youthCONNECT at Suitland High...
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What Racism in Schools Looks Like [educationnext.org]
By George Farmer, Education Next, June 23, 2020 As the world has paused to analyze the deficiencies of police departments, it is not enough. All aspects of America have to examine areas of systemic injustice. That includes schools, which now have an opportunity to rise to the occasion and improve. American schools are de facto segregated based on income and ethnicity. Where students live determines the quality of education students will receive. Black and Latinx communities receive less...
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Now is the right moment to measure educational disparities [edsource.org]
By Christopher Edley, JR. and Maria Echaveste, EdSource, June 25, 2020 Weeks of racial justice protests and the coronavirus pandemic have together drawn much-needed attention to the race-based disparities embedded in our institutions, from policing to health care. These disparities are also deeply rooted in our communities and schools. During these prolonged school disruptions, Black, Latinx and low-income students have been disproportionately affected. As we learned in real-time, these...
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The Teaching That Works for Traumatized Students [theatlantic.com]
By Laura McKenna, The Atlantic, July 28, 2020 W hen ben started flipping desks in the classroom, his teacher Heather Boyle ushered the rest of her first-grade class into the hallway for safety. Things had begun to unravel a few moments earlier, when Ben—whose real name isn’t being used, to protect his privacy—struggled with a math lesson. He crawled under desks, bumping into other children’s legs. When his classmates complained, Boyle asked him to come out. “I don’t know how to do this...
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A Proactive Approach to Student Wellness [mdlogix.com]
By Mdlogix, July 2020 Solano County Office of Education (SCOE) works hard to maximize behavioral health support to students in the county’s six independent school districts. Through a partnership with the county’s behavioral health department – which has been continuously expanded and strengthened over the past 11 years – SCOE has been able to support a variety of suicide prevention, mental health, and social emotional learning programs in school-based settings. Part of these initiatives...
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Alternative schools' 'relentless' fight to keep track of students during pandemic [edsource.org]
By Carolyn Jones, EdSource, August 6, 2020 When Amistad continuation high school closed its campus in March due to the pandemic, the staff went into overdrive to stay in touch with students. They called all 205. If a student’s phone was disconnected, they went to the student’s house. If no one answered, they asked neighbors. “The effort was relentless,” said David Gustafson, principal of the public school in Indio, near Palm Springs, that serves students who’ve been expelled or are at risk...
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Addressing students' social, emotional and behavioral stress -- not truama -- when they return to school [smartbrief.com]
By Howie Knoff, SmartBrief, August 31, 2020 Throughout this pandemic, the American public has sometimes had to choose between science and beliefs, between objective data and personal testimonials. And while the medical, social, economic and educational toll from the COVID-19 virus is unprecedented, some of the effects have been politicized by our leaders, and sensationalized by the press. Sadly, the latter has occurred when discussing the emotional status of our students as districts prepare...
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A nationwide divide: Hispanic and Black students more likely than white students to start the year online [chalkbeat.org]
By Kalyn Belsha, Michael Rubinkam, Gabrielle LaMarr, and Larry Fenn, Chalkbeat, September 11, 2020 Missi Magness wanted her children back in school. The parent of a first-grader and a sixth-grader who attend schools on Indianapolis’ southeast side struggled trying to oversee her children’s schooling while working from home this spring. “They need the structure, they need the socialization, they just need to go,” said Magness. “‘I love you, but here’s your backpack, here’s your lunch ... have...
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How Students Find Strength Now: An Opinion Project [edweek.org]
From Education Week, September 14, 2020 The education field has been criticized for focusing too narrowly on a set of academic skills and disciplines, reinforced through standardized assessments, accountability measures, and other policy levers, but with the rise of the pandemic this spring and the national fight for racial justice, schools were forced to evolve quickly. At the same time, young people have been encountering death, food insecurity, trauma, and unemployment in their own homes...
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Practical Applications for Schools - They're Begging for It
Educators at all levels are asking for practical applications of what they've heard their students need due to ACEs, Trauma and brain research. Here are a few strategies from my upcoming book "The Whole Child School."
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The Power of Virtue in Trauma-Informed Education
Though we cannot fix or heal them, we likely do not even know who many of them are, we can empower them emotionally towards the possibility of their own potential.
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Re: The Power of Virtue in Trauma-Informed Education
Great post, Tami. Thank you for sharing your story. Embracing our true, virtuous selves helps us heal and grow as individuals and a whole.
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Online Workshop Nov 30, Dec 7 & 14 - Reimagining Resilience - Using a Trauma Lens
For more information and to register - https://www.eventbrite.com/e/124637117975 Reimagining Resilience: Using a Trauma Lens helps adults build positive relationships with children who have experienced trauma. We will explore the impact of adverse experiences and the effect they have on developing brains and student behavior. The course gives teachers, parents, and other adults working closely with kids the skills they need to make sure that every child knows that they matter. An online...
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Trauma-Informed Care Course for NYC Teachers!
Registration is now open for this professional development opportunity in trauma-informed education for New York City Teachers!
Calendar Event
Trauma-Informed Education Course Starts
Calendar Event
Trauma Informed Education Course Starts
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A Check-In App that Supports Students and Staff
Over 80% of students feel disconnected from schools (official) and 100% of support staff are overwhelmed and exhausted (unofficial). Emote is launching a free app aimed at facilitating closer connections between schools and students - making it easier for staff and teachers to understand and support students' emotional needs. [Learn More] We worked with a team of high schoolers and interventionists to build the only check-in tool that actively supports students and you. Emote Connect works...
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Re: A Check-In App that Supports Students and Staff
Hi Folks! We're actively picking our first batch of applicants to launch. If anyone has any questions don't hesitate to message me or email our team connect@emotenow.com Thank you for all your work and care. Warmly, Julian
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Seeking Middle School and High School Students to Raise Awareness Around ACEs
We are looking for Middle School and High School student leaders for two new student-led initiatives with the 16 Strong Project. The 16 Strong Project is dedicated to empowering resilience to adverse childhood experiences (ACEs) through educational workshops, school partnerships, student-led initiatives, and community outreach. By educating youth to be more trauma-informed in their actions and intent, we take a proactive approach to adolescent mental health. We aim to raise awareness and...
Ask the Community
Studies Regarding ACEs and Students' Academic Success
Hi Everyone, I am studying on ACEs and ıts impacts on the academic success of students in the context of Trauma-informed schools. I wonder if there are any studies carried out in your countries related to these topics in case I missed them. Best
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How Care and Compassion for Educators Builds a Foundation for Children’s Resilience
Greater Richmond SCAN (Stop Child Abuse Now) has been working for 30 years to prevent and treat child abuse and neglect. SCAN advances its mission through five programs—the Child Advocacy Center, Family Support Program, Richmond CASA (Court Appointed Special Advocates), Circle Preschool, and Community Programs—which work together to provide the support, treatment, education, and advocacy needed to help build safe, stable, nurturing environments for children. SCAN’s Community Programs...
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Trauma- responsive Online Workshop - Reimagining Resilience
Reimagining Resilience 1: Using a Trauma Lens Thurs, Apr 15, 22 & 29 4:00-5:15 pm PDT. Three 75-minute sessions. In addition there are short videos that will be sent to registrants before each class. Register by Wed April 14 in order to receive pre-class materials. https://www.eventbrite.com/e/144484506047 Clock hours are available. $95. The program cost includes access to the workshop recording for two months, the pre-class videos, a course workbook, and connection to peers who share...
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Re: Studies Regarding ACEs and Students' Academic Success
Hi Sami, I will do some looking around but often proxy data is used since direct academic achievement success can be tricky at the individual level. Some of the proxy data may be increased attendance (which we know leads to improved academics) or discipline rates, teacher attendance and retention, and other metrics that DO have research behind them that does connect directly to academics. Here is a blog I wrote about it and a document attached to it that I created for SAMHSA,...
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Re: Studies Regarding ACEs and Students' Academic Success
Hi Lara, I will definitely read it all. Thanks! I will e-mail you about it.
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Re: Studies Regarding ACEs and Students' Academic Success
Hi there! We are on some similar tracks here. I m doing some quant work, but would definitely be able to share some articles from my lit review. my email is flemingmatthew1970@gmail.com Let's connect and I will share!
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Announcing Trauma-Informed Education Courses!
Registration is now open for two summer sessions of this professional development course for educators! Designed to bridge the gap from knowing about trauma to being able to fully implement a trauma-informed approach in the classroom, this course will explore the key principles of a trauma-informed approach, and how they can be applied in an school setting to achieve equitable and just outcomes.
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Youth Leadership Opportunity - Seeking Youth Advocacy Board Members
16 Strong Project is excited to be recruiting for our second Youth Advocacy Board! Our goal is to involve youth in our program and resource development as well as provide guidance to this group to be leaders and advocates around ACEs in their own schools and communities. We are looking for a group of creative, resourceful, hard-working high school (grades 9-12) students to join our Youth Advocacy Board who are: Interested in mental health education and awareness-building Dedicated to making...
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Reopening Schools: Free Webinar on June 19th from noon -- 2:00 est
How to reopen schools in Fall 2021 optimally
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Re: Shootings & Suicides Past the Tipping-Point: ACEs Epidemic & Declining Lifespans in US
No PhD required- Anyone can easily Discern the TRUTH using only a Dictionary: "To pursue a policy of NATURAL IMMUNITY against a Deadly Epidemic is the literal definition of Genocide!" * University Students are even now being used as the modern version of SMALLPOX-BLANKETS! * Google the three words "Corcoran, Hillsdale College" to hear the head of education in FL under Gov. Desantis equate teaching of CRT with support of ANTIFA. At 33 minutes hear the very definition of bigotry & racism,...
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Youth Leadership Opportunity - Seeking Youth Board Members
Given a high demand this year, we are accepting applications for additional students! 16 Strong Project is excited to be recruiting for our second Youth Advocacy Board! Our goal is to involve youth in our program and resource development as well as provide guidance to this group to be leaders and advocates around ACEs in their own schools and communities. We are looking for a group of creative, resourceful, hard-working high school (grades 9-12) students to join our Youth Advocacy Board who...
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Re: Developing Relationship Based School Support Services
Thank you for providing practical strategies and guiding questions. This is such a valuable resource for teachers and schools to support them to build positive relationships
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Developing Relationship Based School Support Services
The most power is in the conversations and daily practices that occur each day. Each person’s self awareness and developing awareness of how trauma impacts behavior and relationships can provide an opportunity for healing and breaking the cycle of creating more trauma.
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Re: Developing Relationship Based School Support Services
What I appreciate about this is that through offering guiding questions, it compels the reader to reflect on what they've done/considered/assumed/etc. -- rather than giving a prescriptive set of instructions. Self reflection among adults is so often overlooked to the detriment of repairing relationships with students where the focus is typically on the student to change and/or reflection on their behavior. Thanks for sharing here.
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Registration Now Open for 5-Week Trauma-Informed Education Course!
Cowart Trauma Informed Partnership is pleased to announce an upcoming course for educators. This is 5-week, 45-hour course goes well beyond an introductory understanding, and will equip you with tools you can use in your classroom right away.
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Introducing a New Course in Supporting Marginalized Students!
Did you know that societal inequities can impact a person's long-term health outcomes? Marginalization is the exclusion of a disadvantaged person or group to the fringe of society. It results in individuals being overlooked when laws, policies, and practices are established that protect the privileged class, and leads to adverse community environments--such as poverty, poor housing, and lack of mobility--that promote fertile ground for structural violence and harm, including racism and...
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Spring Registration Now Open for These Courses for Educators!
Spring registration is now open for Trauma-Informed Education & Supporting Marginalized Students courses! NYC teachers may earn A+ credits.
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Introducing New Recorded Trainings!
Are you looking for ways to support students from marginalized communities, but don't have time to take a class? Then check out our new trainings, created to help you develop a better understanding of your students, and provide supportive strategies grounded in a trauma-informed approach! The series includes a detailed look into the experiences of children from several marginalized communities, and offers techniques designed to help students feel safe, empowered, and able to focus on their...
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Grief Responsive Teaching: Supporting Students and Ourselves in Times of Loss- 3/9
Read about this Zoom workshop (from the School Crisis Recovery & Renewal Project) on their Event page HERE . The School Crisis Recovery & Renewal Project (SCRR) presents their free workshop where participants will explore the impacts of loss on the brain, body, and behavior, as well as actionable strategies for using this knowledge to scaffold learning environments and assignments that are grief-responsive and examine interpersonal, environmental, and curricular aspects of...