Educational institutions (schools, colleges, and universities) in India are currently based only on traditional methods of learning, that is, they follow the traditional set up of face-to-face lectures in a classroom. Although many academic units have also started blended learning, still a lot of them are stuck with old procedures. The sudden…

Adversity has always been a part of life, however, today's hurricanes and earthquakes in increasingly populated areas, violent unrest creating a global refugee crisis, battlefield stress and work-place harassment, and the challenges of aging populations are demanding a better understanding of how individuals cope with adversity regardless of the…

This study focused on designing a flood-risk education program to enhance 15-year-old students' flood-risk perception. In the flood-risk education program, learning processes were modeled in such a way that the arousal of moderate levels of fear should prompt experiential and analytical information processing. In this way, understanding of flood…

The purpose of this article is to offer insight to administrators and human resource professionals at Traditionally White Institutions (TWIs) about developing action plans that provide meaningful support to Black administrators and faculty who are coping with racial trauma. Operationalizing tenets of Critical Race Methodology (CRM), the…

Learning for disaster reconstruction carried out by teachers and children in schools faces the fundamental contradiction of how tragic memories leaving deep scars can be told and shared, and the attempts to deal with this problem. In this paper, in order to approach the issue of whether an educational practice which overcomes this contradiction is…

Children living with uncertainty and insecurity often have difficulty focusing on learning. They might demonstrate disrespectful or defiant behaviors, act out, or act with aggression. As an educator, you may provide the only stability in their otherwise turbulent world. "Making It Better" explains trauma-­informed education, an approach…

Natural disasters are among the numerous events known to have a significant probability of producing trauma in school-age children, given the critical mental, physical, social, and emotional development that occurs during childhood. Studies involving children who have experienced natural disasters point to a significant increase in psychological…

Before Hurricane Katrina hit New Orleans on August 29, 2005, one hundred and twenty one schools in the New Orleans Public Schools (NOPS) system were in the process of being transferred to the newly created, state run Recovery School District (RSD). On September 29, 2005, the New Orleans Parish School Board fired all 7500 employees, including every…

"Teaching for Joy and Justice" is the much-anticipated sequel to Linda Christensen's bestselling, "Reading, Writing, and Rising Up." Christensen is recognized as one of the country's finest teachers. Her latest book shows why. Through story upon story, Christensen demonstrates how she draws on students' lives and the world to teach poetry, essay,…

This article focuses on the experiences and survival of displaced children in four large migrations in U.S. history. The chaos and despair caused by Hurricane Katrina are reminders that the displacement and survival of children are timely and relevant topics for the social studies curriculum. Hurricane Katrina was the worst natural disaster in…

The Asian Tsunami struck Sri Lanka on December 26, 2004. Sri Lanka was the second worst affected country after Indonesia, and this natural disaster killed in excess of 35,000 people and displaced over 1 million. The article explores the Tsunami Disaster Management Program developed by one Sri Lankan university: the Postgraduate Institute of…