Student absenteeism is a prevailing issue for schools, impacting academic performance and social-emotional development. This article explores the definitions, rates, and causes of absenteeism. Through analysis of existing literature, it proposes a comprehensive approach to address the problem. Drawing on concepts of trauma-informed education and…

As in other regions in the world, school-based sexuality education in Ontario, Canada has been a frequent topic of political discussion as provincial curricula has experienced numerous updates and changes, including increased discussions of mental health and consent. This study investigated the current context of mental health and consent…

Understanding how to create trauma-informed learning environments which can contribute to learner empowerment is the focus of this phase of an ongoing education design research project. As embedding opportunities for social-emotional learning (SEL) competency development has proven to help all students develop a sense of belonging within their…

Student mental health needs continue to rise across the United States and many students and families rely on schools to provide services to meet these needs. Yet, an overwhelming number of available frameworks and approaches to school mental health (SMH) and overlapping terminology surrounding SMH supports like trauma-informed (TI) approaches,…

Trauma-Informed Elementary Schools (TIES) is a pilot program designed to bring trauma-informed services to early elementary schools in a rural state. Although two sequential TIES pilot studies found significantly positive outcomes in cultivating a trauma-sensitive school climate and culture, the program has been limited to a few schools and has…

Post-pandemic, there has been a rise in verbal and physical fights and bullying as well as a greater number of students who are failing to engage in the classroom. While the pandemic contributed to the struggles that children are experiencing, inconsistency in schools has added to the challenge. The collective trauma of the COVID-19 pandemic…

Recognition that schools should be responsive to children who are impacted by adversity and trauma is burgeoning internationally. However, consensus regarding the necessary components of a trauma-informed school is lacking. This research developed expert-informed and internationally relevant best-practice trauma-informed principles for schools. A…

The onset of the COVID-19 pandemic was alarming, and compounding this traumatic shift in the world's cultural awareness of safety was the social and political unrest that unfolded during this time, which students were acutely aware of through the news and social media. After experiencing that unprecedented trauma, rich novel studies in the English…

This study explored Kentucky school administrators' perceptions, knowledge, and beliefs about trauma-informed practices, competence in promoting these practices, and the extent to which school administration preparation programs provided relevant training. Participants reported they were not adequately trained in their school administration…

This chapter provides actionable strategies through the description of a crosswalk model explicitly connecting Universal Design for Learning, Culturally Responsive Pedagogy, and Mindset. The influences of Social Emotional Learning and Trauma Informed Practices are explored.

Schools have become increasingly interested in social-emotional learning (SEL) over the past decade, and that interest has grown due to concern about student well-being resulting from the COVID-19 pandemic. However, there is confusion around SEL. Christi Bergin, Christina Cipriano, Tia Barnes, Shannon B. Wanless, researchers who have studied and…

The TV show "Ted Lasso" provided a unique and insightful lens into the importance of developing trust and relationships between teachers and students. This article underscores the importance of developing relationships and attachment in classrooms, particularly with students of trauma and various mental health challenges. I explore…

Disasters, natural and human-made, occur within children's lives and often have traumatic effects on their well-being. Early childhood educators must be prepared to support children's social-emotional learning related to disasters. When teachers use quality picturebooks for interactive read-alouds, they can promote opportunities for children to…

The authors together with the Center for Professional Learning and the Ukrainian Institute for Educational Development created free, open educational courses to support the well-being and development of teachers experiencing war and displacement in Ukraine. These courses provide knowledge and skills in the topics of mental health, trauma-informed…

In the aftermath of the acute phases of COVID-19, some schools are adopting trauma-informed, high-leverage practices to help educators and students cope with the psychological impact of the pandemic on learning. Given the scope of the pandemic's devastation, scattershot approaches are not enough. A systemic approach is needed to ensure that all…