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#1 Why We Can't Afford Whitewashed Social-Emotional Learning

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#1 Why We Can't Afford Whitewashed Social-Emotional Learning

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"“Recoiling from topics that divide us—when SEL skills could help us get along better—diminishes SEL's promise. Why teach relationship skills if the lessons do not reflect on the interpersonal conflicts that result from racism?”

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#2 The Future of Healing: Shifting from Trauma Informed Care to Healing Centered Engagement

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#2 The Future of Healing: Shifting from Trauma Informed Care to Healing Centered Engagement

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This professor challenges us to use the proper language around our students who have experienced trauma and reminds us that a person who has experienced trauma does not need to be defined by that trauma. Restoration and growth must be full of challenges and connected to identity, community, and justice.

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Shawn Ginwright Ph.D.
From time to time, researchers, policy makers, philanthropy and practitioners all join together in a coordinated response to address the most pressing issues facing America's youth. I've been involved with this process for long enough to have participated in each of these roles. I recall during the early 1990s experts promoted the term "resiliency," which is the capacity to adapt, navigate and bounce back from adverse and challenging life experiences. Researchers and practitioners alike clamored over strategies to build more resilient youth.

In the early 2000's the term "youth development" gained currency and had a significant influence on youth development programs, and probably more importantly how we viewed young people. Youth development offered an important shift in focus from viewing youth as problems to be solved to community assets who simply required supports and opportunities for healthy development. Since that time, a range of approaches have influenced how we think about young people, and consequently our programmatic strategies. I have, for the most part, attempted to nudge and cajole each of these approaches to consider the unique ways in which race, identity and social marginalization influence the development of youth of color.

More recently, practitioners and policy stakeholders have recognized the impact of trauma on learning, and healthy development. In efforts to support young people who experience trauma, the term "trauma-informed care" has gained traction among schools, juvenile justice departments, mental health programs and youth development agencies around the country. Trauma informed care broadly refers to a set of principles that guide and direct how we view the impact of severe harm on young people's mental, physical, and emotional health. Trauma informed care encourages support and treatment to the whole person, rather than focusing on only treating individual symptoms or specific behaviors.

Trauma-informed care has become an important approach in schools and agencies that serve young people who have been exposed to trauma, and here's why. Some school leaders believe that the best way to address disruptive classroom behavior is through harsh discipline. These schools believe that discipline alone is sufficient to modify undesired classroom behavior, but research shows that school suspensions may further harm students who have been exposed to a traumatic event or experience (Bottiani et al., 2017). Rather than using discipline, a school that uses a trauma informed approach might offer therapy, or counseling to support the restoration of that student's well-being. The assumption is that the disruptive behavior is the symptom of a deeper harm, rather than willful defiance, or disrespect.

While trauma-informed care offers an important lens to support young people who have been harmed and emotionally injured, it also has its limitations. I first became aware of the limitations of the term "trauma-informed care" during a healing circle I was leading with a group of African American young men. All of them had experienced some form of trauma ranging from sexual abuse, violence, homelessness, abandonment or all of the above. During one of our sessions, I explained the impact of stress and trauma on brain development and how trauma can influence emotional health. As I was explaining, one of the young men in the group named Marcus abruptly stopped me and said, "I am more than what happened to me, I'm not just my trauma". I was puzzled at first, but it didn't take me long to really contemplate what he was saying.

The term "trauma informed care" didn't encompass the totality of his experience and focused only on his harm, injury and trauma. For Marcus, the term "trauma informed care" was akin to saying, you are the worst thing that ever happened to you. For me, I realized the term slipped into the murky water of deficit based, rather than asset driven strategies to support young people who have been harmed. Without careful consideration of the terms we use, we can create blind spots in our efforts to support young people.

While the term trauma informed care is important, it is incomplete. First, trauma informed care correctly highlights the specific needs for individual young people who have exposure to trauma. However, current formulations of trauma informed care presumes that the trauma is an individual experience, rather than a collective one. To illustrate this point, researchers have shown that children in high violence neighborhoods all display behavioral and psychological elements of trauma (Sinha & Rosenberg 2013). Similarly, populations that disproportionately suffer from disasters like Hurricane Katrina share a common experience that if viewed individually simply fails to capture how collective harm requires a different approach than an individual one.

Second, trauma-informed care requires that we treat trauma in people but provides very little insight into how we might address the root causes of trauma in neighborhoods, families, and schools. If trauma is collectively experienced, this means that we also have to consider the environmental context that caused the harm in the first place. By only treating the individual we only address part of the equation leaving the toxic systems, policies and practices neatly intact.

Third, the term trauma-informed care runs the risk of focusing on the treatment of pathology (trauma), rather than fostering the possibility (well-being). This is not an indictment on well-meaning therapists and social workers many of whom may have been trained in theories and techniques designed to simply reduce negative emotions and behavior (Seligman 2011). However, just like the absence of disease doesn't constitute health, nor the absence of violence constitute peace, the reduction pathology (anxiety, anger, fear, sadness, distrust, triggers) doesn't constitute well-being (hope, happiness, imagination, aspirations, trust). Everyone wants to be happy, not just have less misery. The emerging field of positive psychology offers insight into the limits of only "treating" symptoms and focuses on enhancing the conditions that contribute to well-being. Without more careful consideration, trauma informed approaches sometimes slip into rigid medical models of care that are steeped in treating the symptoms, rather than strengthening the roots of well-being.

What is needed is an approach that allows practitioners to approach trauma with a fresh lens that promotes a holistic view of healing from traumatic experiences and environments. One approach is called healing-centered, as opposed to trauma-informed. A healing centered approach is holistic involving culture, spirituality, civic action and collective healing. A healing-centered approach views trauma not simply as an individual isolated experience, but rather highlights the ways in which trauma and healing are experienced collectively. The term healing-centered engagement expands how we think about responses to trauma and offers more holistic approach to fostering well-being.

A shift from trauma informed care to healing centered engagement (HCE) is more than a semantic play with words, but rather a tectonic shift in how we view trauma, its causes and its intervention. HCE is strength based, advances a collective view of healing, and re-centers culture as a central feature in well-being. Researchers have pointed out the ways in which patients have redefined the terms used to describe their illnesses in ways that affirmed, humanized and dignified their condition. For example, in the early 1990s AIDS activists challenged the term "gay-related immune deficiency" because the term stigmatized gay men and failed to adequately capture the medical accuracy of the condition. In a similar way, the young men I worked with offered me a way to reframe trauma with language that humanized them, and holistically captured their life experiences.

A healing centered approach to addressing trauma requires a different question that moves beyond "what happened to you" to "what's right with you" and views those exposed to trauma as agents in the creation of their own well-being rather than victims of traumatic events. Healing centered engagement is akin to the South African term "Ubuntu" meaning that humanness is found through our interdependence, collective engagement and service to others. Additionally, healing centered engagement offers an asset driven approach aimed at the holistic restoration of young peoples' well-being. The healing centered approach comes from the idea that people are not harmed in a vacuum, and well-being comes from participating in transforming the root causes of the harm within institutions. Healing centered engagement also advances the move to "strengths-based' care and away from the deficit based mental health models that drives therapeutic interventions. There are four key elements of healing centered engagement that may at times overlap with current trauma informed practices but offers several key distinctions.

Communities, and individuals who experience trauma are agents in restoring their own well-being. This subtle shift suggests that healing from trauma is found in an awareness and actions that address the conditions that created the trauma in the first place. Researchers have found that well-being is a function of the control and power young people have in their schools and communities (Morsillo & Prilleltensky 2007; Prilleltensky & Prilleltensky 2006). These studies focus on concepts such as such as liberation, emancipation, oppression, and social justice among activist groups and suggests that building an awareness of justice and inequality, combined with social action such as protests, community organizing, and/or school walk-outs contribute to overall wellbeing, hopefulness, and optimism (Potts 2003; Prilleltensky 2003, 2008). This means that healing centered engagement views trauma and well-being as function of the environments where people live, work and play. When people advocate for policies and opportunities that address causes of trauma, such as lack of access to mental health, these activities contribute to a sense of purpose, power and control over life situations. All of these are ingredients necessary to restore well-being and healing.

The pathway to restoring well-being among young people who experience trauma can be found in culture and identity. Healing centered engagement uses culture as a way to ground young people in a solid sense of meaning, self-perception, and purpose. This process highlights the intersectional nature of identity and highlights the ways in which culture offers a shared experience, community and sense of belonging. Healing is experienced collectively, and is shaped by shared identity such as race, gender, or sexual orientation. Healing centered engagement is the result of building a healthy identity, and a sense of belonging. For youth of color, these forms of healing can be rooted in culture and serves as an anchor to connect young people to a shared racial and ethnic identity that is both historical grounded and contemporarily relevant. Healing centered engagement embraces a holistic view of well-being that includes spiritual domains of health. This goes beyond viewing healing only from the lens of mental health, and incorporates culturally grounded rituals, and activities to restore well-being (Martinez 2001). Some examples of healing centered engagement can be found in healing circles rooted in indigenous culture where young people share their stories about healing and learn about their connection to their ancestors and traditions, or drumming circles rooted in African cultural principles.

Healing centered engagement offers an important departure from solely viewing young people through the lens of harm and focuses on asset driven strategies that highlight possibilities for well-being. An asset driven strategy acknowledges that young people are much more than the worst thing that happened to them, and builds upon their experiences, knowledge, skills and curiosity as positive traits to be enhanced. While it is important to acknowledge trauma and its influence on young people's mental health, healing centered strategies move one step beyond by focusing on what we want to achieve, rather than merely treating emotional and behavioral symptoms of trauma. This is a salutogenic approach focusing on how to foster and sustain well-being. Based in positive psychology, healing centered engagement is based in collective strengths and possibility which offers a departure from conventional psychopathology which focuses on clinical treatment of illness.

Adult providers need healing too! Healing centered engagement requires that we consider how to support adult providers in sustaining their own healing and well-being. We cannot presume that adulthood is a final, "trauma-free" destination. Much of our training and practice is directed at young peoples' healing but rarely focuses on the healing that is required of adults to be an effective youth practitioner. Healing is an ongoing process that we all need, not just young people who experience trauma. The well-being of the adult youth worker is also a critical factor in supporting young peoples' well-being. While we are learning more about the causes and effects of secondary on adults, we know very little about the systems of support required to restore and sustain well-being for adults. Healing centered engagement has an explicit focus on restoring, and sustaining the adults who attempt to heal youth- a healing the healers approach. Policy stakeholders should consider how to build a systems that support adult youth worker's well-being. I have supported organizations in creating structures like sabbaticals for employees or creating incentives like continuing education units for deeper learning about well-being and healing.

Marcus's comments during our healing circle "I am more than what happened to me" led me to question our approach to trauma. What blind spots do we have in our approaches to supporting young people who experience trauma? How might the concepts which are enshrined in our language limit rather than create opportunities for healing? What approaches might offer "disruptive" techniques that saturate young people with opportunities for healing and well-being?

The fields of positive psychology and community psychology offers important insight into how policy makers, and youth development stakeholders can consider a range of healing centered options for young people. Shifting from trauma informed care or treatment to healing centered engagement requires youth development stakeholders to expand from a treatment-based model, which views trauma and harm as an isolated experience, to an engagement model which supports collective well-being. Here are a few notes to consider in building healing centered engagement.

Healing centered engagement begins by building empathy with young people who experience trauma. This process takes time, is an ongoing process and sometimes may feel like taking two steps forward, and three steps back. However, building empathy is critical to healing centered engagement. To create this empathy, I encourage adult staff to share their story first, and take an emotional risk by being more vulnerable, honest, and open to young people. This process creates an empathy exchange between the adult, and the young people which is the foundation for healing centered engagement (Payne 2013). This process also strengthens emotional literacy which allows youth to discuss the complexity of their feelings. Fostering empathy allows for young people to feel safe sharing their experiences and emotions. The process ultimately restores their sense of well-being because they have the power name and respond to their emotional states.

An important ingredient in healing centered engagement is the ability to acknowledge the harm and injury, but not be defined by it. Perhaps one of the greatest tools available to us is the ability to see beyond the condition, event or situation that caused the trauma in the first place. Research shows that the ability to dream and imagine is an important factor in fostering hopefulness, and optimism which both of which contributes to overall well-being (Snyder et al. 2003). Daily survival and ongoing crisis management in young people's lives can make it difficult for them to see beyond the present.

The greatest casualty of trauma is not only depression and emotional scares, but also the loss of the ability to dream and imagine another way of living. Howard Thurman pointed this out in his eloquent persistence that dreams matter. He commented, "As long as a man [woman] has a dream, he [she] cannot lose the significance of living" (p. 304). By creating activities and opportunities for young people to play, reimagine, design and envision their lives this process strengthens their future goal orientation (Snyder et al. 2003). These are practices of possibility that encourage young people to envision what they want to become, and who they want to be.

Healing and well-being are fundamentally political not clinical. This means that we have to consider the ways in which the policies and practice and political decisions harm young people. Healing in this context also means that young people develop an analysis of these practices and policies that facilitated the trauma in the first place. Without an analysis of these issues, young people often internalize, and blame themselves for lack of confidence. Critical reflection provides a lens by which to filter, examine, and consider analytical and spiritual responses to trauma. By spiritual, I mean the ability to draw upon the power of culture, rituals and faith in order to consistently act from a place of humility, and love. These are not cognitive processes, but rather ethical, moral and emotional aspects of healing centered engagement.

The other key component, is taking loving action, by collectively responding to political decisions and practices that can exacerbate trauma. By taking action, (e.g. school walkouts, organizing peace march, or promoting access to healthy foods) it builds a sense of power and control over their lives. Research has demonstrated that building this sense of power and control among traumatized groups is perhaps one of the most significant features in restoring holistic well-being.

I ran into Marcus at a street fair in Oakland not long ago. He was excited to see me and wanted to share with me that he was in a new relationship so he introduced me to his girlfriend. "This is my friend Michelle"! He introduced her with a sense of pride, and accomplishment. He also shared with me that he had enrolled in a program that was training him to become a medic. As we chatted for a while in the warm sun, dodging children, and fast walking parents, he leaned toward me and whispered, "yeah Dr. G, I'm not entirely healed, but I'm hopeful". I smiled, gave him a "brotha hug" and we departed ways.

I suppose, that if we had more time to chat he would have explained that healing is a process that we navigate for a lifetime. He might have shared with me that the future of his healing journey had just begun. Seeing him again, holding hands, sipping a soda with his new girlfriend was a powerful reminder, that he was so much more than the trauma he had experienced. As practitioners, researchers and policy stakeholders we need to listen and learn from young people who have insights that can advance how we think about trauma and healing. Shifting to healing centered engagement offered new questions, and strategies about how to support young people who experience trauma. Healing centered engagement is just a step toward a more holistic, and humanistic framework to support young people who have been harmed. Such an approach encourages us to think and act more boldly about how to restore young people and create places where they can truly flourish.

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The Future of Healing: Shifting From Trauma Informed Care to Healing Centered Engagement

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From time to time, researchers, policy makers, philanthropy and practitioners all join together in a coordinated response to address the most pressing issues facing America's youth. I've been...

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#3 When SEL is Used as Another Form of Policing

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#3 When SEL is Used as Another Form of Policing

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“True SEL is about understanding our relationships with ourselves and with others. It’s to know ourselves as holistic human beings, and to be able to see the humanity in others to fight, together, for the world we deserve, which is rooted in equity and justice.”

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Schools across the country are adopting social-emotional learning (SEL) standards as an approach to creating school communities that are safe and positive climates for learning, as well as a foundation to set students up for success in school and in life. In theory, this is a step in the right direction - we want schooling spaces where students, families, educators, school staff, and all those who come into contact with the school building feel safe, affirmed, and supported. We want schools that foster emotional support between students, staff, and communities, where there's a trust-building approach rather than school hardening, and we want restorative justice, rather than the policing, punishment, and criminalization of Black and Brown students.

However, these SEL conversations, practices, and curricula are too often based on white, cisgender, patriarchal norms and values which further enact emotional and psychological violence onto Black, Brown, and LGBTQ+ youth of color, in particular. The current narrative around SEL is that students must manage and regulate themselves and their emotions, conform and constrict their identities, and not express their fullest, most authentic selves. As school districts begin to devise plans for back-to-school, we must re-examine how we talk about and teach SEL.

While visiting classrooms in a middle school this year, I perused how every classroom had the same print-out displayed on the wall. The poster detailed the five core competencies of SEL, as defined by CASEL - self awareness, self management, social awareness, relationship skills, and responsible decision-making. As an example of social awareness, the signs read, "Keep your hands to yourself and don't take other people's property." While social awareness should be about unpacking bias, having critical dialogue about social issues, and collectively crafting justice-oriented solutions, this white-washed version, as Dr. Dena Simmons reminds us, made me wonder: whose social norms are we abiding by and adhering to?

In Dr. Monique Morris's newest book, Sing a Rhythm, Dance A Blues: Education for the Liberation of Black and Brown Girls, Morris tells the story of Esperanza, who as part of the EMERGE program in Oakland, California, was scheduled to speak at a national conference on Chicana/Latina girls in the...

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When SEL is Used as Another Form of Policing

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Schools across the country are adopting social-emotional learning (SEL) standards as an approach to creating school communities that are safe and positive climates for learning, as well as a...

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#3 Pursue Social and Emotional Development Through a Racial Equity Lens.

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#3 Pursue Social and Emotional Development Through a Racial Equity Lens.

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"Both  equity  and  social,  emotional,  and  academic  development  are  currently

receiving much-needed attention, but neither can fully succeed without recognizing  strengths  and  addressing  gaps  in  these  complementary  priorities.

Rather than being pursued as two separate bodies of work, the field needs to identify ways in which equity and social, emotional, and academic development can be

mutually reinforcing."

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Both equity and social, emotional, and academic development are currently receiving much-needed attention, but neither can fully succeed without recognizing strengths and addressing gaps in these complementary priorities. Rather than being pursued as two separate bodies of work, the field needs to identify ways in which equity and social, emotional, and academic development can be mutually reinforcing. To accomplish this requires examining issues of race directly; this can be difficult and uncomfortable, but we cannot avoid race and let the challenges go unacknowledged and, therefore, inadequately addressed.

For district leaders interested in implementing the changes recommended in the Call to Action, please see our new resource Pursuing Social and Emotional Development Through a Racial Equity Lens: 5 Strategies for System Leaders to Take Action.

The following individuals and organizations endorse the content of this brief and join the Aspen Institute Education & Society Program in a call to action to ensure education leaders actively integrate a culturally and racially responsive approach to social, emotional, and academic development in P-12 schooling.

David Adams, Urban Assembly

Katie Ahsell, Community Consolidated School District 59, Illinois

Linda Allen

Whitney Allgood, National School Climate Center

Carol Allred, Positive Action, Inc.

Rahesha Amon-Harrison, NYC Department of Education

Karen Anderson, District 75, New York City Department of Education

Alex Ariemma

Kay Augustine

Laura Bakosh, Inner Explorer

Oscar Barbarin, University of Maryland, College Park

Joyce Bartz, Evanston/Skokie School District 65, Illinois

Alli Begel, Milwaukee Public Schools, Wisconsin

Rachel Belfield, Committee for Children

Sheldon Berman, Andover Public Schools, Massachusetts

Kara Bobroff, Native American Community Academy

Jan Brabham, Carolina Day School, North Carolina

Marc Brackett, Yale Center for Emotional Intelligence

John Bridgeland, Civic Enterprises

Karen Bridges, Elk Grove Unified School District, California

Catherine Brown, Center for American Progress

Sara Burd, Reading Public Schools, Massachusetts

LaWanda Burgoyne, Capital School District, Delaware

Debra Bush, Cleveland Metropolitan School District, Ohio

Sarah Butcher, SEL for Washington

Regina Caines

Andrew Calkins, Next Generation Learning Challenges

Steve Canavero, Nevada Department of Education

Meria Carstarphen, Atlanta Public Schools

Shar Carter, Langston University

Sydney Chaffee, Codman Academy Charter Public School

Stephen Chang, The National Equity Project

LaShawn Chatmon, The National Equity Project

Velma Cobb, Touro College Lander Center

Jonathan Cohen, National School Climate Center

Becki Cohn-Vargas, Cohn-Vargas Consulting

Baionne Coleman, Impact Public Schools

Melissa Copland, Fresno Unified School District, California

Donna Cross, Evanston/Skokie School District 65, Illinois

Walter Da Luz

Linda Darling-Hammond, Learning Policy Institute

BreAnna Davis, School Readiness Consulting

Michele De La Garza, San Antonio Independent School District, Texas

Marissa del Rosario

Beatriz DeSantiago-Fjelstad, Minneapolis Public Schools, Minnesota

Nina Dibner, PowerTools

Itai Dinour, Einhorn Family Charitable Trust

Diarra Diouf, MomsRising

Stephanie Drenka

Mary Driscoll, Boston Public Schools, Massachusetts

Kamilah Drummond-Forrester, Open Circle

Joan Cole Duffell, Committee for Children

Brandon Dukes

Jeff Duncan-Andrade, San Francisco State University

Will Dunford, San Francisco Unfied School District, California

Roberta Duvall, Washoe County School District, Nevada

Bren Elliott, District of Columbia Public Schools

Alison Elmer, Arlington Public Schools, Massachusetts

Dale Erquiaga, Communities In Schools

Camille A. Farrington, University of Chicago Consortium on School Research

Meg Fenech, A2 STEAM School, Michigan

Jinni Forcucci, Delaware Teacher of the Year 2018

Deborah Forshaw, Children's Services Council of Broward County, Florida

Denise Forte, The Century Foundation

Julia Gabor, kid-grit

Theresa Garcia, Austin Independent School District, Texas

Linda Gibbens, Urbana School District 116, Illinois

Nate Gibbs-Bowling, Lincoln High School

Libia Gil, Illinois State Board of Education

Merryl Gladstone

Malaika Golden, Aiton Elementary School, District of Columbia Public Schools

Gregory Gomez, Leadership ISD

JoEtta Gonzales, Casa Grande Elementary School District, Arizona

Danielle Gonzales, The Aspen Institute Education & Society Program

Sandra Gonzalez, Carlos Rosario International Public Charter School

Robert Goodrich, Racial Advocates for Cross-Cultural Education

Jennifer Green, GALS, Inc.

Kristi Greenaway Cirignano, Tacoma Public Schools, Washington

Sharolyn Griffith, Star Valley High School

Ashish Gupta

Leticia Guzman Ingram, Basalt High School

Madeline Hafner, Minority Student Achievement Network, University of Wisconsin-Madison

Anthony Hamlet, Pittsburgh Public Schools, Pennsylvania

Zaretta Hammond, Transformative Learning Solutions

Kyle Hanson, Minneapolis Public Housing Authority

Mark Harmon-Vaught, KIPP NYC Public Charter Schools

Chris Harried, Vivien T. Thomas Medical Arts Academy, Baltimore City Public Schools

Tiffanie Harrison, Round Rock High School, Texas

Jerry Hawkins, Dallas Truth, Racial Healing & Transformation

Debbie Hearty, Denver Public Schools

Sonya Heisters, YouthTruth

Julie Heller, Westport Public Schools, Connecticut

Dena Hellums

Kristin Hendricks, Wake County Public School System, North Carolina

Heather Hirsch, Minnesota Department of Education

Kelly Hurst, Being Black at School

Mary Helen Immordino-Yang, University of Southern California

Coretta Jackson

Janice Jackson

Damie Jackson-Diop

Robert Jagers, University of Michigan

Kelly James, Education First

Nakia James-Jenkins, Girls Who Code

Heidi Johnecheck

Keshila Jones, Roseville High School

Raye Jones Avery, Christina Cultural Arts Center Inc.

Alfredo Juárez, Los Angeles Unified School District, California

Brad Jupp, Retired Educator

Lee Kappes, The Aspen Institute Education & Society Program

Kevin Kerr, Dallas Independent School District, Texas

Michelle Kinder, Momentous Institute

Lisa Knight, Grand Rapids Urban League

Mary Beth Kropp, Collaborative Learning Solutions

Sara LaHayne, Move This World

Mary Lammi, Needham Public Schools, Massachusetts

Linda Lantieri, CASEL

Margaret LaRaia, Heinemann Professional Development Services

Gwin Laws, Caldwell County Schools, North Carolina

John Leeper, Shelby County Public Schools, Tennessee

Wanda Legrand, District of Columbia Public Schools

Laura Leighton, ZoomerangKidz

Jordan Lippman, The TeamBuilders Group

Lillian Lowery, The Education Trust

Ray Lozano, El Paso Independent School District

Tara Madden-Dent, Nevada Department of Education

Shanti Majefski, Greenhill School, Texas

Carmel Martin, Center for American Progress

Gail Mastropietro, Providence Public Schools, Rhode Island

Christy McGill, Nevada Department of Education

Kent McIntosh, University of Oregon

Jorge Melgoza, Mt. Diablo Unified School District, California

Wendy Menard, New York City Department of Education

Lisa Micou, Chesterfield County Public Schools, Virginia

David Militzer, California Department of Education

Arthur Mills IV, Fulton County Schools, Georgia

Eric Moore, Minneapolis Public Schools, Minnesota

Avrilios Moumoutjis, Broward County Public Schools, Florida

Julie Mushing, Kent Intermediate School District, Michigan

Aleta Myers, Arlington Public Schools, Virginia

Lori Nathanson, Lori Nathanson Consulting, LLC

Jason Ness, Niles West High School, Niles Township District 219, Illinois

Matt Nink, Global Youth Leadership Institute

Mutale Nkonde, Beyond Bias Consulting

Linda Noonan, Massachusetts Business Alliance for Education

Jessica Ochoa Hendrix, Killer Snails

Katie Olavarria, Prime Time Palm Beach County

Jennifer Oliver, A Step Beyond

Kizawanda Olowe

Colin Orr, McQuaid Jesuit High School, New York

David Osher, American Institutes for Research

Susan Patrick, iNACOL

Deb Pattee, University of Wisconsin - Eau Claire

Antoinette Pearson, Eastern Michigan University

Josan Perales, Eagle Rock School and Professional Development Center

Andre Perry, The Brookings Institution

Derek Peterson, Instititute for Community and Adolescent Resilience (ICAR-US)

Troy Pinkney, Bank Street College of Education

Mary Ann Pitcher, Network for College Success, The University of Chicago

Karen Pittman, The Forum for Youth Investment

Alexandra Porrata, Loma Vista Immersion Academy

Deirdra Preis, Equity Consultant

Hugh Price, National Urban League

Roberta Price Gardner, Kennesaw State University

Kurtis Quig, Denver Public Schools, Colorado

Carolyne Quintana, Bronxdale High School, New York City Department of Education

Carrie Ramanauskas, Bridgeport Public Schools, Connecticut

Pamela Randall-Garner

Eliza Rankin, Seattle parent and advocate

Vanessa Reale, Fall River Public Schools, Massachusetts

Jennifer Reid

Nilufar Rezai, Chicago Public Schools

Debbie Rivas-Drake, University of Michigan

Laura Robell, Envision Education

Tina Robertson, Momentous Institute

Colin Rose, Boston Public Schools

Jon Rosenberg, Hebrew Public Charter School for Global Citizens

Alyson Rotter, Kitsap Strong

Eddie Ruiz, School District of Palm Beach County, Florida

Robert Runcie, Broward County Public Schools, Florida

Reid Saaris, Equal Opportunity Schools

Aaliyah Samuel, National Governors Association

Zakiya Sankara-Jabar, Dignity in Schools Campaign

Julia Sarmiento, Hillsborough County Public Schools

Emily Saunders, Ajo Unified School District, Arizona

Theresa Saunders, Eastern Michigan University

Diana Scalera, Focusing Initiatives International

Patricia Seidler

Shital Shah

Sharon Shapses, Yale Center for Emotional Intelligence

Sho Shigeoka, Beaverton School District, Oregon

Gisele C. Shorter, Social Innovation Engineer

Timothy Shriver, Special Olympics International

Diana Shulla-Cose, Perspectives Charter Schools

Max Silverman, University of Washington Center for Educational Leadership

Alexandra Simbana

Keith Simmons, Bib County School District, Georgia

Dena N. Simmons, Yale Center for Emotional Intelligence

Priya Singhvi, Greenhill School, Texas

Marc Skvirsky, Facing History and Ourselves

Lynn Smith, Bethune Institute Education Corporation

Brooke Stafford-Brizard, Chan Zuckerberg Initiative

Claude Steele, Stanford University

Erik Stegman, The Center for Native American Youth, The Aspen Institute

Zoe Stemm-Calderon, Raikes Foundation

Sheila Stewart, Peoria Public Schools, Illinois

Evan Stone, Educators for Excellence

Ann Szekely, Schools That Can

Lyon Terry, Seattle Public Schools

Kari Thierer, School Reform Initiative

Sharon Thomas, Colorado Springs School District 11, Colorado

Kim Traverso, Connecticut State Department of Education

Vivian Tseng, William T. Grant Foundation

Krista Tyler, Mom

Ash Vasudeva, Carnegie Foundation for the Advancement of Teaching

Ron Walker, Coalition of Schools Educating Boys of Color

Craig Walters, Todd County School District, South Dakota

Elizabeth Warner, School Culture and Climate Initiative

Augustina Warton, Catalyst Arts

Roger Weissberg, University of Illinois at Chicago

Katie Welsh, Chicago Public Schools, Illinois

Renee White, HTH New School Creation Fellow

Ross Wiener, The Aspen Institute Education & Society Program

Jane Williams, DRIVE Educational System

Greg Wolcott, Woodbridge School District 68, Illinois

Mark Wolfe, AVID Center

Carey Wright, Mississippi Department of Education

Vicki Zakrzewski, Greater Good Science Center at UC Berkeley

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Pursuing Social and Emotional Development Through a Racial Equity Lens: A Call to Action

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Both equity and social, emotional, and academic development are currently receiving much-needed attention, but neither can fully succeed without recognizing strengths and addressing gaps in these complementary priorities. Rather than being pursued as two separate bodies of work, the field needs to identify ways in which equity and social, emotional, and academic development can be mutually reinforcing.

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#4 Trauma-Informed Teaching Tips for Educators and Traumatized Students

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#4 Trauma-Informed Teaching Tips for Educators and Traumatized Students

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-Clear Trauma definition and teaching strategies to help students with trauma learn better.

“Traumatized students require explicit emotional training to regulate their emotions, process stress, and heal from their experiences.”

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What is trauma?

According to the National Child Traumatic Stress Network (NCTSN), child trauma is when a child witnesses or is involved in an event and, as a result, feels intensely threatened. A traumatic event or situation exceeds an individual's ability to cope. Several types of psychological or physical trauma can lead to extreme distress. Sources of trauma can include (but are not limited to) bullying, natural disasters, and sexual abuse. The National Survey of Children's Health states that 35 million children in the United States have experienced one or more types of childhood trauma.

One way to consider trauma is as a continuum in frequency and severity, from a single event to multiple events occurring over and over again. The three types of traumas are acute, chronic, and complex. Acute trauma occurs as an isolated event, such as a severe accident, medical procedure, or being a victim of a crime. Chronic trauma is when stressful or threatening events are experienced repeatedly, such as domestic violence. Complex trauma results from multiple and ongoing traumatic events such as abuse or neglect, living with alcoholism or substance abuse, and suffering from financial, food, and/or housing instability.

Impacts of trauma

Trauma has both short and long-term effects on a child's brain and body. Reactions to acute trauma may include shaking, crying, or being easily startled. It may be easier to see and understand a child's response to an acute traumatic event because it happens immediately, and one can grasp the reason why the child is distressed.

Chronic and complex trauma can be more challenging to detect in the classroom. A child may appear to be reacting to the situation at hand, but in reality they've been triggered by something else. Trauma can affect the body and brain in the following ways:

Body development: Trauma can lead to living in a near-constant state of extreme stress or fear. This heightened stress response means the child or adolescent can seemingly overreact emotionally, behaviorally, and/or physically to something that another child may not consider stressful. Children who have been traumatized may also over-respond to stimuli and be extremely sensitive to light and sounds.

Brain development: Trauma often leads to difficulties with language, communication, and processing new information. Reasoning skills are often delayed because of trauma as well.

Emotions: Emotional struggles are common with a trauma history. Children or teens may have difficulties expressing and managing their emotions, quickly exploding and struggling to calm down once upset.

Behavior: Trauma affects the ability to develop healthy attachments and relationships. Distrust, manipulation, argumentative behavior, and impulsivity can be common in youth who have been traumatized.

The trauma-informed approach

The Substance Abuse and Mental Health Services Administration (SAMHSA) reports that approximately one in every four children will experience a traumatic event before the age of 16. This means each classroom could have multiple children struggling to deal with various traumas. To create a trauma-sensitive school, where every classroom is safe, healthy, engaging, and challenging for each student, educators must incorporate a trauma-informed approach. This involves first learning about trauma and how it affects children's behaviors, learning, and relationships. Then educators set about intentionally creating an atmosphere that supports each student, demonstrates empathy, and teaches resilience.

What is being trauma-informed?

First and foremost, being trauma-informed means that one has a level of understanding about trauma and its impacts on an individual's brain, body, emotions, and behavior. It is a commitment to learning more about trauma and viewing the individual as a person and not their behavior. Without being trauma-informed, a teacher may misinterpret a child or teen's behavior in the classroom. Being trauma-informed recognizes that the undesirable behaviors are attempts to soothe emotional dysregulation, and this is often done unconsciously on the part of the trauma-impacted individual. It shifts the question from "What is wrong with this child?" to "What has happened to this child?"

Having a trauma-informed lens

A trauma-informed lens is a perspective of how the instructor views the child and the classroom. With a trauma-informed perspective, a teacher can consider alternatives as to why a student might be acting in a certain way, and the teacher can respond in a way that will not cause additional trauma to the child.

Guiding principles of trauma-informed care

SAMHSA released a report containing the six guiding principles of trauma-informed care. Both in-person and virtual classrooms can apply these guiding principles. These principles include:

1. Safety: Throughout the school and in each classroom, all people (administration, staff, and students) need to feel physically and psychologically safe.

2. Trustworthiness and transparency: Decisions are made and implemented with the primary goal of building and maintaining trust between administration, staff, students, and their families.

3. Peer support and mutual self-help: An atmosphere of support is key to building trust and empowerment and in establishing safety.

4. Collaboration and mutuality: Everyone-administration, staff, and teachers-has an essential role in developing a trauma-sensitive school. This responsibility is not just for those in therapeutic positions; instead, everyone must do the work to create a trauma-informed workplace.

5. Empowerment, voice, and choice - everyone in the school strives to empower others and recognizes that each student is unique, and both require and deserve an individualized approach. For example, when emotionally dysregulated, a student may be asked what they need to feel better. Providing the student an opportunity to use their voice and select what they want or need empowers the child or teen to recognize what they need, express those needs, and feel calm and heard when those needs are met.

6. Cultural, historical, and gender issues - Ignoring stereotypes and biases and ensuring that both teaching and other interactions with students and staff are culturally sensitive and responsive is a crucial part of trauma-informed schools.

One must note that these elements of trauma-informed care are not merely a one-time task to be checked off of a list. Instead, a true trauma-informed approach is a series of ongoing, deliberate interactions that put the child as an individual at the forefront and not the exhibited behavior.

Trauma-informed best practices in the classroom

Studies have shown that classrooms can implement several best practices to maximize the support that students need. These evidence-based trauma interventions include:

Recognize the signs of trauma

Signs of trauma in the classroom may include a child having difficulty focusing, struggling with creating and maintaining friendships, being overly tired, and/or having poor self-regulation. Students with excessive absences, changes in their school performance, and withdrawing from activities or others may also be signs that a child has been affected by trauma.

Provide consistency and structure

Daily schedules should be structured and contain elements of academics, entertainment or play, and physical exercise or movement. Also, weaving in aspects of self-regulation skill building such as breathing exercises, mindfulness and journaling can be quite helpful so that students can learn to develop these skills and implement them on their own as needed. Consistency is key to helping a child feel secure.

Providing an overview each day of the schedule and lessons for the day can also reduce anxiety for those children and teens who may become easily distracted, wondering or fearing what might come next. This quick and straightforward task may help return a bit of control to the child as they can mentally prepare for the day.

These tips also apply to virtual classrooms. Consistency and structure can also be provided by setting expectations and goals together as a class, define responsibilities, and regularly checking in with virtual students to see how they are faring.

Utilize social-emotional learning

Social-emotional learning, also called SEL, is the process through which students develop skills in critical areas. These areas include self-awareness, self-control, social awareness, interpersonal skills such as feeling and demonstrating empathy for others, effective listening and communication, and making responsible decisions. SEL skills are critical for student success in school, life, and future work.

Educators can teach these skills in various ways, including modeling behavior, using specially designed SEL curriculum materials, and in their classroom management practices. In addition to specific counseling activities to teach social-emotional learning, these skills can often be introduced in the midst of everyday learning:

When reading a story to the class, discuss how characters might think or feel.

Assigning responsibilities and tasks to each student builds a sense of self-worth.

Starting the day with an affirmation can set the tone for a positive learning environment as it encourages positive self-talk and promotes a growth mindset.

Teaching mindfulness activities such as breathing can be done in conjunction with "brain breaks" in between lessons.

Journal exercises help students identify and express their feelings or opinions, and group discussions can promote healthy and respectful disagreements.

Social-Emotional Learning Circles help promote community discussions and respectful, reflective listening.

Use restorative practices over zero-tolerance policies

Trauma-informed programs realize that zero-tolerance policies are ineffective and harmful. Zero-tolerance policies focus on the offense and are rooted in punishment. The child or teen is punished for committing an infraction with detention, suspension, or expulsion. It removes the student from the classroom environment but does not consider the student as an individual and what might have led to the misbehavior. Zero-tolerance policies disproportionately affect students of color, perpetuate the school-to-prison pipeline, and do not provide the support or services the struggling student needs to achieve.

Rather than a single technique or tactic, restorative justice is a paradigm shift in how schools consider discipline and how students who break the rules are perceived and addressed. The goal is to create a new disciplinary system that is highly supportive while also being highly controlled. This system is rooted in respect, healing, empathy, and accountability. Restorative practices seek to do just that - restore relationships and environments. Instead of focusing on punishing the offending student, the focus shifts to repairing relationships between the offending student and the victim or repairing physical damage that may have occurred.

Restorative practices use support systems, including talking circles and peer juries, to create an environment where the student can hear how their actions affected the other party, and the offending student can respond. This approach humanizes both parties and encourages keeping the misbehaving student in the fold rather than excluding them from the school community. It also allows the student to be involved in finding a way to make amends instead of having a punishment doled out upon them. Restorative practices rebuild a traumatized student's relationships with authority figures, reform their belief in fairness, and build their capacity for conducting themselves with integrity.

Research shows that school-wide use of restorative practices has long-term, positive impacts on student behavior, attendance, and achievement. Drop-out and truancy rates decline, and students report being happier while in school. Utilizing this trauma-informed positive behavior support can create an entirely different school environment, especially for students affected by trauma.

Implement a trauma-informed pedagogy

Trauma-informed pedagogy is the practice that keeps trauma and how it affects learners at the forefront when designing and implementing teaching strategies. For instance, during this time of uncertainty and social isolation with the COVID 19 pandemic, educators can recognize that these stressors may compound upon existing trauma and lead to students having a more challenging time completing even basic tasks, being motivated, and engaging with other students.

A trauma-informed pedagogy also provides content warnings before discussing potentially triggering topics. The educator also prepares themselves in advance on how to respond if a student is triggered. It allows students to opt-out of participating in these discussions and reassures students that they can opt-out without any penalties. Trauma-informed pedagogy also describes and teaches grounding techniques for students who may feel overwhelmed. These types of practices help to create a safe and supportive learning environment for all students.

Teacher self-care while being trauma-informed

In order to create a supportive, trauma-informed classroom, it is imperative that instructors not only identify and deal with their own trauma but also regularly engage in self-care. Self-care techniques can vary based on the educator's preferences, but examples include exercise, traveling, reading, meditation, yoga, seeing a therapist, and participating in creative or artistic pursuits, such as dancing or painting.

Secondary traumatic stress

Failure to prioritize self-care can lead to burnout or secondary traumatic stress. This is significant stress that develops as a result of caring for others with a history of trauma. Hearing about various traumas each day can weigh on an educator, resulting in both physical and mental difficulties that can severely interfere with one's life.

Warning signs of secondary traumatic stress include:

Difficulties sleeping/having nightmares

Excessive fatigue

Physical aches and pains

Lack of motivation and/or decreased productivity

Difficulties concentrating

Isolation - avoiding people or activities that once brought joy

Feelings of anxiety, hopelessness, or anger

Secondary traumatic stress is not a permanent condition. Prioritizing self-care, talking to supportive family, friends, and professionals, and finding healthy outlets to relieve the stress can all help. In time, these difficulties can resolve, allowing for a clear and healthy mindset ready to support and encourage hurting students.

Professional development and training

Training is necessary in order to develop a trauma-informed classroom. Professional development training is a perfect opportunity to learn about trauma and examine ways to build a supportive environment and trauma-informed communication skills.

Trauma-informed professional development and training topics

Trauma-informed training for teachers can include a variety of topics surrounding trauma, including:

The different types of trauma

How trauma affects a child's development

Ways trauma can manifest in student's actions in the classroom

How to and how not to respond to undesirable behaviors

Developing a trauma-sensitive classroom

Developing a trauma-informed lens and teaching pedagogy

School-wide techniques and programs that can be implemented to be responsive to both student and staff stress and trauma

For those who want to become even more well-versed in recognizing and managing trauma-based challenging behaviors in the classroom, options exist for both post-graduate certificates and even a degree in trauma-informed teaching. Spending time learning as much as possible about trauma and how to best support traumatized children in the classroom can have positive and lasting results on both students and the educator.

Resources

Building a Trauma-Informed, Compassionate Classroom: Strategies & Activities to Reduce Challenging Behavior, Improve Learning Outcomes, and Increase Student Engagement by Jennifer Bashant

Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom - by Kristin Souers and Pete Hall

Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility using Restorative Justice - by Nathan Maynard and Brad Weinstein

Berry, M. (2018). Restoring American education: An end to zero-tolerance policies through restorative justice. Retrieved from https://digitalcommons.csumb.edu/cap_thes_all/315

Byer, L. (2016). Restorative practices in the school setting: A systematic review. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/msw_papers/564

SAMSHSA. (2014). SAMSHA's concept of trauma and guidance for a trauma-informed approach. Retrieved from https://youth.gov/feature-article/samhsas-concept-trauma-and-guidance-trauma-informed-approach

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Trauma-Informed Teaching Tips for Classroom & Online Educators | Resilient Educator

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Trauma-informed teaching incorporates the understanding of trauma and its impacts on a student's brain, body, emotions, and behavior. Learn strategies, pedagogy, and self-care in relation to the trauma-informed approach.

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#5 Reject the Soft Bigotry of Low Expectation

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#5 Reject the Soft Bigotry of Low Expectation

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“Inherent in the belief that all children can learn, is a belief that we can teach all children regardless of their previous experience or socioeconomic background.

Thus, the question we should ask is not, ‘are there differences in a child’s background that effect learning?’ but rather ‘what are we doing about those differences.’”

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-This episode of the Nice White Parents podcast gets to ways schools address equity and equality through different means. If you listen to no other episode, as a teacher, listen to the first 23 minutes of this episode, #4. The whole series is a powerful exploration into the ways white parents influence schooling in so many ways (and harm students of color) without often ever recognizing they are doing it. Very powerful stuff.

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‎Show Nice White Parents, Ep 'Here's Another Fun Thing You Can Do' - Aug 13, 2020

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#7 Abolitionist Teaching Network--Teaching to Thrive

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#7 Abolitionist Teaching Network--Teaching to Thrive

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"Teaching to Thrive sits down with SEL expert Rosalynne Duff to discuss racial justice & SEL."

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Listen to this episode from ATN - Teaching To Thrive on Spotify. Teaching to Thrive sits down with SEL expert Rosalynne Duff to discuss racial justice & SEL.

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#7 Culturally Responsive Positive Behavioral Interventions and Supports with Dr. Ambra Green

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Podcast that addressed culturally responsive PBIS and what it looks like in our schools and classrooms. 26 mins

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READ THE TRANSCRIPT About Ambra Green, Ph.D.
Dr. Ambra L. Green is an Assistant Professor of Special Education at The University of Texas at Arlington. Her research is focused on behavior disorders, positive behavior intervention and supports, and disproportionality in special education referrals and exclusionary practices. She has experience working within the U.S. Department of Education Office for Special Education Programs (OSEP) and serves on the OSEP Center on PBIS equity workgroup. She is a national special education scholar with publications and funded research focused on diverse learners with disabilities and issues of inequity and injustice for vulnerable populations.
Show Highlights

What is PBIS?

PBIS vs RTI

Benefits of PBIS

Challenges of PBIS

Flexibility in PBIS

Connect with Ambra
Connect with me on Twitter @sheldoneakins

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LE 147: Culturally Responsive Positive Behavioral Interventions and Supports with Dr. Ambra Green

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READ THE TRANSCRIPT About Ambra Green, Ph.D. Dr. Ambra L. Green is an Assistant Professor of Special Education at The University of Texas at Arlington. Her research is focused on behavior disorders, positive behavior intervention and supports, and disproportionality in special education referrals and exclusionary practices. She has experience working within the U.S.

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#8 How School Leaders Can Place an Equity-Oriented Lens on Social-Emotional Learning with Kate Kennedy

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A former teacher discusses 6 key considerations of Social-Emotional Learning, measuring Social-Emotional Learning, Checking for Bias, and other tipics. 30 minutes

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Are you subscribed to the podcast? If you're not, I want to encourage you to do that today. I don't want you to miss an episode. Click here to subscribe in iTunes!

Now if you enjoy listening to the show, I would be really grateful if you left me a review over on iTunes, too. Those reviews help other advocates find the podcast and they're also fun for me to go in and read. Just click here to review, select "Ratings and Reviews" and "Write a Review" and let me know what your favorite part of the podcast is. Thank you!

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128: How School Leaders Can Place An Equity-Oriented Lens On Social-Emotional Learning with Kate Kennedy

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Are you subscribed to the podcast? If you're not, I want to encourage you to do that today. I don't want you to miss an episode. Click here to subscribe in iTunes! Now if you enjoy listening to the show, I would be really grateful if you left me a review over on iTunes, too.

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#9 How Learning Happens. In introduction to A Nation at Hope. 

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#9 How Learning Happens. In introduction to A Nation at Hope. 

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This seminal report, published in 2019, explores the interrelatedness of social, emotional and academic performance. The videos start on about the third page. There are three powerful ones to watch.

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Chapter 1: How Learning Happens - A Nation At Hope

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Across the nation, communities are redesigning schools to support how students learn best. These communities recognize from intuitive experience, backed by a solid body of scientific evidence, that learning happens best when social, emotional, and cognitive growth are connected.

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#10 Zaretta Hammond "Culturally Responsive Teaching" Speech

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The author of "Culturally Responsive Teaching and the Brain" explains how her personal experiences led her to investigate what children need to have an academic mindset. Dr. Hammond also explains how "grit" and "pep talks" aren't the solution when early learners struggle during The Learning Pit.

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A guide for racial justice and abolitionist SEL.

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This is a Google Doc with all of these resources (and more!) listed. 

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Anneliese Singh Author of The Racial Healing Handbook

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#12 Creating the Space to Talk about Race in Your School

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#12 Creating the Space to Talk about Race in Your School

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From the NEA and Race Forward, these are 10 practical tips for teachers on how to discuss race in your classroom. "Silence and inaction, though, reinforce the status quo.

Avoidance speaks volumes—it

communicates to students

of color that racism doesn’t

matter enough to warrant

attention and, by omission,

invalidates their experiences,

perspectives, identities—and

lives."