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I keep coming back to the principles of being 'asset-based'. When I first started teaching I definitely was coming from a deficit view with my mindset of 'saving' students. Principle 2 - 'Human Centered' - SO IMPORTANT to connect with all humans based on this right now in our society. "Trauma-informed education means centering our shared humanity".

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"What works to heal (traumatized children) is anything that increases the number and quality of a child's relationship".   We need to encourage children to build relationships between students and other students, service providers and community members and so on...... This is important to help not just ourselves look through other lenses, but to teach our students to look through other lenses....

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As I continue to develop my lens and be more aware of shifting to a universal approach, the fostering critical wellness portion (pg58-59) really stood out to me. Focusing on shared humanity (pg 60)just seems so important in our world today. The proactive action steps of predictability, flexibility, connection and empowerment are all areas that I do value and can be more mindful of and improve in my classroom.

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p. 48: Trauma is a public health issue, not an emotional problem.
p. 55-56: Trauma-informed and equity-centered work are best served via a universal approach.
p. 59: "At the most basic level, treating one another like humans means creating spaces where we can meet out body's needs."
p. 60: Self-care isn't the answer. Systemic change is needed to address systemic trauma, racism, & other inequities. THE PROBLEMS WE FACE WEREN'T CREATED BY INDIVIDUALS NOT CARING FOR THEMSELVES, AND IT CAN'T BE SOLELY ON THE INDIVIDUAL TO "FIX" THEM.
-CM

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One of the things that stuck with me from the reading this week was the idea that some things we do at schools (MTSS) can actually work against trauma informed education because of the labels it gives to students.    I also want to thank my small group for reminding me that we are all doing the best we can and that many of the "shoulds" in the book can be thought of as things to keep in mind and not all are things we need to go out and try to do.

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One of the things that stuck with me from the reading this week was the idea that some things we do at schools (MTSS) can actually work against trauma informed education because of the labels it gives to students.    I also want to thank my small group for reminding me that we are all doing the best we can and that many of the "shoulds" in the book can be thought of as things to keep in mind and not all are things we need to go out and try to do.

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There's always something new that we need to learn about and respond to as educators, and I appreciate the people in our group that reminded us of the importance of being open-minded to that conversation and learning. We also need to remember that as we try our best to be gentle, flexible and kind to our students, that we must treat ourselves in the same way. I'm grateful for this forum to have these conversations.

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The part that really stood out to me from this section was the dehumanization aspect of so many school and classroom policies and the their connection to compliance, as the author says to often "white-centered, hetero-patriarchal norms". It affirms what I believe to be true and challenges me at the same time. I believe in the humanization of students. I don't like to try to control them. So why do I have some of the rules/policies that I do? It challenges to me to re-evaluate my classroom policies and push back on system policies that don't align.

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The fact that some students are simply trying to "survive the harsh conditions of school" really stuck with me. How do we provide information about the available resources for students who will never ask for support? Advisory could have been a source of support, but it failed at Poudre. Why? 

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The fact that some students are simply trying to "survive the harsh conditions of school" really stuck with me. How do we provide information about the available resources for students who will never ask for support? Advisory could have been a source of support, but it failed at Poudre. Why? 

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The part about mentorship also stood out for me.  When we went to the Center for Student Success training a few years ago, I talked with people from Boulder Valley and they talked about their mentorship program and how it had such a positive impact on their students.  We did have a mentorship program shortly after that, targeting our Fresh Start program, but the pandemic got put that on pause.  My hope is we can return to having mentors for our students. -G.P.

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The part about mentorship also stood out for me.  When we went to the Center for Student Success training a few years ago, I talked with people from Boulder Valley and they talked about their mentorship program and how it had such a positive impact on their students.  We did have a mentorship program shortly after that, targeting our Fresh Start program, but the pandemic got put that on pause.  My hope is we can return to having mentors for our students. -G.P.

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Paragraph 1 on page 70 is huge for me. Mentorship, or, simply put, students (and everyone) having a positive adult in their lives, has profound positive effects.

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Paragraph 1 on page 70 is huge for me. Mentorship, or, simply put, students (and everyone) having a positive adult in their lives, has profound positive effects.