Taking time to check assumptions about family engagement can make a huge difference in the lives of your students and their caregivers. DR. RACHAEL MAHMOOD APRIL 27, 2020 As educators, we often strive to find ways to increase family involvement in our classrooms. Research confirms that family involvement positively impacts students’ academic experiences. And in this moment of crisis, especially, engaging our students means engaging their families: Including caretakers is one way to support...

Bay Area Early Childhood Funders have released a new brief, “The Power of Play for Addressing Trauma in Early Years,” available in both English and Spanish . The brief provides families, teachers and caregivers an easy-to-read, one-page online brief about the importance of play for addressing trauma in young children and tips for helping children cope. Additional materials on the importance of play are available here .

COMMUNITY CARE SERIES An online series of workshops, interviews, exercises that are led by our community leaders to help us understand what is going on with the pandemic and what we can do (including health and wellness lessons), specifically as Asian and Pacific Islander communities. [Click here to access series of videos] Recent episodes: 10-min grounding meditation to support you though COVID-19 Dr. Jennifer Mullan from @DecolonizingTherapy Eastern Medicine's Response to COVID-19 with...

MARCH 31, 2020 | URSULA WRIGHT The world is experiencing a series of quakes and tremors caused by a global pandemic. The quakes are the unprecedented shocks and strains we are witnessing in our health, economic, and education systems. Tremors, on the other hand, are far less obvious because their disruptions occur at a much deeper level and during timeframes when the average individual may feel that they have successfully distanced themselves from the more pronounced quake(s). Both...

The COVID-19 pandemic will put many healthcare workers around the world in an unprecedented situation. How can healthcare workers cope during this time? Here are a few suggestions. Thanks to Scientific Advisory Committee members Carmen McLean and Katy Kamkar for creating this resource. Healthcare staff will likely be exposed to many potentially traumatic events and events leading to significant distress and moral suffering. As frontline workers, they are highly exposed to the virus itself.

We know this is a difficult time for everyone, especially those of you who are serving patients. Please join us for an 8-week webinar series featuring mental health and emotional wellness experts showing how health care providers can reduce personal stress during the COVID-19 outbreak. These webinars are held via Zoom on Thursdays from noon–1:00 p.m. Advance registration is required. Participants are encouraged to submit questions in advance to help our speakers address the full range of...

WEBINAR: Thursday, April 16th, 8:30 to 9:30 pm ET What the COVID-19 Crisis Tells Us about Structural Racism Even as COVID-19 leaves its mark across the length and breadth of the United States, we know that some communities are being hit harder than others. The overrepresentation of Black and Brown people among COVID victims in New York City has received lots of attention because of the huge numbers involved, but the pattern repeats itself almost everywhere we have the data to document it.

Social distancing and sheltering are stressful. With little outside social support or respite, children are at a greater risk for harsh disciplinary practices, abuse, and neglect. And for those responsible for children, the stressors are tenfold and directly felt by babies and young children. Join us for a 5-part guided reflection webinar series to consider the impact on children, families, your staff and services. Connect with your community of support to gain actionable trauma-informed...

By Kara Newhouse Apr 6 Trauma-informed teaching cannot be simplified to cookie-cutter practices. Take this example: a teacher worked with a student to develop a silent signal that he could use when he needed extra breaks during class. Hearing how well it worked, another teacher tried to apply the signal without first building a relationship with the student. It bombed. With the second teacher, the signal became “an angry ear tug instead of a trauma-informed ear tug,” said Alex Shevrin Venet...

By Scott Berinato March 23, 2020 Some of the HBR edit staff met virtually the other day — a screen full of faces in a scene becoming more common everywhere. We talked about the content we’re commissioning in this harrowing time of a pandemic and how we can help people. But we also talked about how we were feeling. One colleague mentioned that what she felt was grief. Heads nodded in all the panes. If we can name it, perhaps we can manage it. We turned to David Kessler for ideas on how to do...

Experts from the National Child Traumatic Stress Network share their recommendations for educators supporting students during the COVID-19 crisis. By TEACHING TOLERANCE STAFF MARCH 23, 2020 L ast week, as schools across the nation closed their doors to slow the spread of the coronavirus, TT reached out to our community to learn what support you needed at this time. Among the most common responses was a call for trauma-informed practices to support students over the coming weeks and months.

By Erin Allday, 1/5/2020 A screening tool developed by Bay Area pediatricians to identify adverse childhood experiences, ranging from homelessness and food insecurity to physical and sexual abuse, will now help doctors statewide address trauma affecting patients’ health. The California Department of Health Care Services approved the tool — called PEARLS, for Pediatric ACEs and Related Life-Events Screener — last month. As of Jan. 1, its use is covered by Medi-Cal, and it will be available to...