Trauma-sensitive and trauma-informed schools are spreading around the country. But if they don’t start with how schools themselves can induce trauma, they won’t work.
Increasingly, we are seeing pushes for trauma-sensitive and trauma-informed schools. We know that traumatic stress can have long-term health effects on developing brains and, in response, districts across the United States are acknowledging the role that trauma plays in students’ achievement opportunities. But how well are districts defining trauma? And how well do educators understand what it really means to practice trauma-informed pedagogy?
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