Though the concepts of trauma are not new, studies on adverse childhood experiences have seen a steady increase since Felitti et al. (1998) began their work on its lasting effects. In the context of education, when leaders are not trained to identify behaviors through a trauma-informed lens, students with adverse childhood experiences may be…

Background/Context: Childhood trauma can increase preschooler's risk for behavioral problems, poor student-teacher relationships, and expulsion (Loomis, 2020; Zeng et al., 2019). Efforts have been undertaken to address the gaps in knowledge and confidence of ECE teachers by integrating trauma-informed approaches into ECE settings, who by virtue of…

Among the lessons that emerged after the recent presidential election is a recognition that teachers are generally not prepared to address the intersections of healing, politics, and emotion in classrooms. Now, more than ever, English educators must address trauma in classrooms, while also recognizing how individuals and groups are positioned…

Camp has proven to be an effective positive youth development strategy for children and youth who experience trauma and adversity. However, training camp counselors who are prepared to meet the needs of trauma-exposed youth in these settings are less understood. This pilot evaluation study provides the results of a social simulation-based training…

Native American students have lower rates of college completion and retention and experience higher rates of trauma exposure. Using focus groups and follow-up interviews, this critical phenomenology sought Native American student perspectives on intention and desired faculty response following self-disclosure of personal challenges in college…

Aims: In response to the Coronavirus pandemic (COVID-19) and the changing needs of educational establishments, pupils and families, Renfrewshire Educational Psychology Service (REPS) enhanced the existing Renfrewshire's Nurturing Relationships Approach (RNRA) with digital adaptations. This paper outlines the process. Rationale: In 2016 REPS…

Today's teenagers face a myriad of factors that impact their brains. From technology to trauma, the current brain of a teenager is physiologically altered by factors outside themselves. In order for today's educators to support their students, they require a foundational understanding of how technology and trauma impact the teen brain. Teenage…

In a low performing school, stressful conditions, lack of resources, and student populations that have been subjected to one or more ACEs can make it difficult for teachers to yield successful outcomes. Maintaining a high opinion of self-efficacy is difficult when working in low-performing schools that are struggling to meet state standards. To…

The purpose of this study was to identify factors that have contributed to the drastic rise in student behavior referrals for ninth grade students in three high schools in Western New York when returning to in-person instruction after school closures due to the COVID-19 pandemic. From an equity lens, each of our schools' data showed that there was…

The purpose of this study was to identify factors that have contributed to the drastic rise in student behavior referrals for ninth grade students in three high schools in Western New York when returning to in-person instruction after school closures due to the COVID-19 pandemic. From an equity lens, each of our schools' data showed that there was…

The purpose of this study was to identify factors that have contributed to the drastic rise in student behavior referrals for ninth grade students in three high schools in Western New York when returning to in-person instruction after school closures due to the COVID-19 pandemic. From an equity lens, each of our schools' data showed that there was…

Students who experience serious emotional and/or behavioral disorders (EBD) are at risk for a wide range of negative outcomes, from limited academic progress to problems with employment and community life after they leave school. Positive educational experiences can help, and this textbook fully prepares educators, school psychologists, and…

In the 1960s, educational psychologist Marjorie Boxall developed Nurture Groups (NGs) in response to the growing number of children who were deprived of healthy nurturance in early life and who, as a result, were failing to cope with the demands of school. To date, research on this intervention model has consistently shown that students who attend…

This research project explores the communication opportunities for individuals in a community-based transition program in the Bay Area. The study focuses on the opportunities that are made available by a program that is founded on neurodiversity and trauma-informed principles. The research questions examined how a neurodiverse framework allows for…

This qualitative action research concentrates on examining the best practices for teachers in trauma-informed practices by producing an implementation guide to train the trainer. The theoretical framework utilized to help inform the development of this research was Bronfenbrenner's ecological systems theory (1989) in relation to human development…