Trauma-Informed SEL

Jan 27 2020

It Takes a Village: Building a Trauma-Informed & Responsive School

By |2020-11-09T23:25:32+00:00January 27th, 2020|

Every day, students across the country attend school, where they are expected to perform to their best abilities. There are clear standards for what constitutes the “best,” and that often leaves children who are struggling with emotional regulation or the impacts of trauma behind. How to help these students who are clearly struggling with emotional regulation and executive functioning skills remains a challenge even for the best teachers. Often, these students are labeled as “disruptive,” “bullies,” or “behavioral problems”. In reality, these students are searching for stronger connections and meaning without knowing the best strategies to find them. Even if only a small portion of the student body has experienced trauma, the entire school will be impacted by the effects. For this reason, it is important that a trauma-informed school takes a school-wide, collaborative approach.

Jan 18 2018

How Social Emotional Learning Can Mitigate the Effects of Trauma

By |2020-10-31T02:32:08+00:00January 18th, 2018|

Advances in many fields—including neuroscience and psychology—have moved the work in social emotional learning (SEL) forward over the last fifteen years. We know that early experiences shape a child’s developing neurological and biological systems for better or worse, and that the types of stressful experiences that are common in families living in poverty can alter children’s neurobiology in ways that undermine their ability to succeed in school and in life (Thompson, 2014).

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