Often, immigrants in the United States have suffered traumatic experiences in their home country, on their journey to the U.S., and/or in their process of acculturation. In English for Speakers of Other Languages (ESOL) classes, symptoms of trauma can interfere with learning and acculturation. Trauma-Informed teaching can meet the needs of…

According to research, as many as 68% of students have experienced at least some form of trauma (Cavanaugh, 2016). Yet, most educators report feeling inadequate about understanding trauma-informed practice, including understanding how trauma can impact student behavior in the classroom. This article provides a primer about trauma that can allow…

Mental health factors can impact student academic performance and success. Student mental health concerns such as depression and anxiety and are a growing concern within P-12 school systems. The dual pandemics of COVID-19 and racial injustice have increased concerns about student mental health and exacerbated existing traumas particularly for…

Trauma-informed care is a relatively new construct in K-12 education, and districts across the United States are seeking avenues to meet the needs of their students. The COVID-19 pandemic elevated the need for districts to develop appropriate supports to address student and adult trauma. Traumatic events can affect a child's mental, physical,…

The purpose of this qualitative study is to explore teacher perceptions regarding the influence of specialized training and Emotional Behavior Disorder (EBD) programming to support students with special needs who have also experienced trauma. This study used purposeful sampling to select two elementary schools housing the EBD program targeted in…