# data[].attributes.body
It is no secret that the world Gen Z and Gen Alpha are growing up in includes a lot more "hard" than my generations. Today's students are facing violence and instability. According to the National Education Association, "decades of research and studies have established that children who experience adverse childhood experiences (ACEs) not only are more likely to exhibit negative behaviors at school, but are more likely to develop risky behaviors. They are more likely to face a host of negative health consequences over their lifetimes, including reduced life expectancy" (NEA). There is no longer a question about how trauma affects developing children. We know it exists. We know it is not going away. Now we ask ourselves, what can we do, as schools, to address trauma and its effects. It is absolutely crucial that schools are trauma informed as we are one of the biggest stakeholders in a child's development.

# data[].attributes.body
NEA. (n.d.). Trauma-informed schools. https://www.nea.org/professional-excellence/student-engagement/trauma-informed-schools

# data[].attributes.headline
Journal of Evidence Informed Social Work- Issue 5 Trauma Informed Care: Interveining Across Systems

# data[].attributes.subject
Journal of Evidence Informed Social Work- Issue 5 Trauma Informed Care: Interveining Across Systems

# data[].attributes.body
This research based article carefully explains how violence has deeply affected childrens' lives. It also describes how the violence leads to fractured communities- both at home and at school. The National Survey of Children Exposed to Violence reveals that 60% of children have experienced trauma. The research also focuses on how children react to traumatic events. For example, it describes both traumatic and post traumatic responses as well as PTSD. The authors of the article highlight the mental health services offered, a trauma-informed school model, tools for schools, and recommended resources. Additionally, they also provide guidance on how schools can prepare for and care for students in the event of future traumatic events.

# data[].attributes.body
Wiest-Stevenson, C., & Lee, C. (2016). Trauma-Informed Schools. Journal of Evidence-Informed Social Work, 13(5), 498–503. https://doi.org/10.1080/23761407.2016.1166855

# data[].attributes.headline
International Journal of School & Educational Psychology- Volume 8, Issue 2: Parents, caregivers and educators: The forgotten stakeholders in the discussion of resilience

# data[].attributes.subject
International Journal of School & Educational Psychology- Volume 8, Issue 2: Parents, caregivers and educators: The forgotten stakeholders in the discussion of resilience

# data[].attributes.body
This article highlights the crucial need for ongoing support for educators working in trauma-informed schools. When we hear of trauma-informed schools, we often just think about the students while the focus on students' mental health is top priortity, teachers, counselors, and other support personel themselves are at risk of burnout due to the emotional strain of supporting today's students. This article cites other scholarly work as well as educator interviews. The authors explore challenges faced and the strategies that can be used to promote resilience in childhood. Overall, the biggest emphasis is to integrate support-based interventions into school cultures for the well-being of both students and educators.

# data[].attributes.body
Luthar, S. S., & Mendes, S. H. (2020). Trauma-informed schools: Supporting educators as they support the children. International Journal of School &amp; Educational Psychology, 8(2), 147–157. https://doi.org/10.1080/21683603.2020.1721385

# data[].attributes.headline
Children and Youth Services Review- Trauma sensitive schools: A comprehensive guide for the assessment planning and implementation of trauma informed frameworks

# data[].attributes.subject
Children and Youth Services Review- Trauma sensitive schools: A comprehensive guide for the assessment planning and implementation of trauma informed frameworks

# data[].attributes.body
This article focuses on how trauma is not "new"- but is now more deeply understood thanks to advancements in neuroscience. The authors explains how traumatic experiences affect the developing brain. This has led to the developemt of Trauma-Informed Practices (referenced as TIP in the article). These practices, aimed at educators and mental health professionals, address the impact of Adverse Childhood Experiences ( or ACEs) on students. Though ACEs are preveleant in schools, trauma-informed practices are still not widely integrated into educational agencies. Traditional classroom management strategies often fall short in supporting traumatized students, which highlights the need for Trauma-Informed Practice (TIP) frameworks. When schools prioritize student dignity and foster relationships, they can more affectively benefit students. According to the research, TIPs not only lessen the negative effects of trauma, but improve academic performance and development. This article serves as a roadmap for schools to and explains explicit strategies that can be used in real time.

# data[].attributes.body
Jordan Downey, John Greco,

Trauma sensitive schools: A comprehensive guide for the assessment planning and implementation of trauma informed frameworks, Children and Youth Services Review, Volume 149, 2023, 106930, ISSN 0190-7409

https://doi.org/10.1016/j.childyouth.2023.106930.

# data[].attributes.body
According to their website, "The National Child Traumatic Stress Network (NCTSN) was created by Congress in 2000 as part of the Children’s Health Act to raise the standard of care and increase access to services for children and families who experience or witness traumatic events" (NCTSN). They work with educators, families, practitioners, and research scientists to conduct scientific research and provide the best care possible to the nation's children. They work with the Substance Abuse and Mental Health Services Administration (SAMHSA) and researchers at UCLA and Duke University. Their website contains carefully crafted guides for different stakeholders in child development. They also identify treatments that can be used to support traumatized children such as screening assessments, and phycological first aid. The website also provides resources in Spanish.

# data[].attributes.attachment_link.provider_name
The National Child Traumatic Stress Network

# data[].attributes.attachment_link.title
The National Child Traumatic Stress Network

# data[].attributes.attachment_link.description
CFTSI is a brief (5‐8 session), evidence‐based early intervention for children 7 to 18 years old that reduces traumatic stress reactions and the onset of PTSD. CFTSI is implemented within 30-45 days following a traumatic event or the disclosure of physical or sexual abuse.

# data[].attributes.body
Peterson, S. (2023, October 12). Who we are. The National Child Traumatic Stress Network. https://www.nctsn.org/about-us/who-we-are

# data[].attributes.headline
National Center for School Mental Health at the University of Maryland

# data[].attributes.subject
National Center for School Mental Health at the University of Maryland

# data[].attributes.body
The National Center for School Mental Health website provides resources to support trauma informed practices in schools. According to their website, "the mission of the National Center for School Mental Health (NCSMH) is to strengthen policies and programs in school mental health to improve learning and promote success for America's youth" (NCSMH). The National Center for School Mental Health (NCSMH) is dedicated to educating educators and mental health professionals to create safe, supportive school environments. Along with their website, they organize conferences to provide further training on trauma informed schools. Additionally, the website features webinars, assessment/evaluation resources, and early intervention supports.

# data[].attributes.attachment_link.readable_text
The mission of the National Center for School Mental Health (NCSMH) is to strengthen policies and programs in school mental health to improve learning and promote success for America's youth. From its inception in 1995, the Center's leadership and interdisciplinary staff has promoted the importance of providing mental health services to children, adolescents, and families directly in schools and communities.

Announcements

Key Resources

# data[].attributes.attachment_link.title
National Center for School Mental Health (NCSMH)

# data[].attributes.attachment_link.description
The mission of the National Center for School Mental Health (NCSMH) is to strengthen policies and programs in school mental health to improve learning and promote success for America's youth. From its inception in 1995, the Center's leadership and interdisciplinary staff has promoted the importance of providing mental health services to children, adolescents, and families directly in schools and communities.

# data[].attributes.body
NCSMH. (n.d.). Mission & Goals. Mission & Goals | University of Maryland School of Medicine. https://www.schoolmentalhealth.org/about/mission--goals/

# data[].attributes.headline
National Association of School Psychologists

# data[].attributes.subject
National Association of School Psychologists

# data[].attributes.body
The National Association of School Psychologists (NASP) website has a wealth of resources for supporting trauma informed schools. Something unique about this research site is they provide an online store of literature to further educator understanding. They also have podcasts to support additional learning. The website has information for students, such as ourselves, so we can obtain more training specific to schooling. You can also find professional development and information on conferences. Out of the 3 evidences based Resource Sites, this one has the most diverse selection of training opportunities.

# data[].attributes.attachment_link.provider_name
National Association of School Psychologists (NASP)

# data[].attributes.attachment_link.readable_text
NASP Practice Model

The NASP Model for Comprehensive and Integrated School Psychological Services, also known as the NASP Practice Model, represents NASP's official policy regarding the delivery of school psychological services. The model was updated as part of the NASP 2020 Professional Standards revision and builds on the success of the 2010 standards in advancing the comprehensive role of school psychologists across the country.

# data[].attributes.attachment_link.title
National Association of School Psychologists (NASP)

# data[].attributes.attachment_link.description
The National Association of School Psychologists (NASP) represents and supports the profession of school psychology by advancing effective practices to improve students' learning, behavior and mental ...

# data[].attributes.body
National Association of School Psychologists (NASP). (n.d.). National Association of School Psychologists (NASP). https://www.nasponline.org/

# data[].attributes.body
Educators and school perosnel must play a crucial role in supporting culture in order to achieve a true trauma-informed school setting. First, teachers need to understand the impact that culture has on trauma and on school communities. They can then incorporate culturally responsive teaching practices that honor students' identities and experiences into the curriculum and classroom environment. Educators can also foster a sense of belonging and safety by creating a culturally inclusive and supportive classroom atmosphere where students feel valued and respected. This includes positive student-teacher relationships. Additionally, educators must continue the training on trauma informed education. As you learned in this presentation, the research is continuously changing and expanding. By continuously reflecting on their own biases and learning from diverse perspectives, educators can create a more inclusive and culturally sensitive trauma-informed educational environment for all students.