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Practicing gratitude has far-reaching effects, from improving our mental health to boosting our relationships with others.

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Culturally Responsive Problem Solving Part 1

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What Does a Trauma-Sensitive Middle/High School Look Like?

This short video highlights one middle/high school's journey to create a trauma-sensitive, safe and supportive school.
Watch the video here.
Highlighted in the video are the ways in which this school embraces parent engagement and student voice to help guide their efforts to create a vibrant learning community where all staff work together to create a school that embodies the values of safety, trusting relationships, connection, equity, belonging, and adaptability.

Much has changed since this video was filmed inside the school building last February but we have seen that trauma-sensitive schools are uniquely positioned to adapt to the current crises because these values - safety, trusting relationships, connection, equity, belonging, and adaptability - prioritize making connections with students and their families whether working remotely or in the building.

Schools continue to face much uncertainty and are sure to continue to grapple with the challenges of shifting between fully in-person, entirely virtual, or a hybrid model of teaching and learning throughout the year.

The need for trauma-sensitive, safe and supportive schools is more important than ever.

This Video Discussion Guide: Becoming a Trauma-Sensitive School will help you generate and lead thought-provoking conversations about the creation of trauma-sensitive schools at the middle/high school level. You will find the definition and core attributes of a trauma sensitive school, as well as several questions that are sure to spark an energizing and engaging discussion around trauma, its impact on learning, and the importance of creating trauma-sensitive schools.
Download the Video Discussion Guide

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Trauma-Sensitive Middle/High School - Trauma Sensitive Schools

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Watch the video here. Highlighted in the video are the ways in which this school embraces parent engagement and student voice to help guide their efforts to create a vibrant learning community where all staff work together to create a school that embodies the values of safety, trusting relationships, connection, equity, belonging, and adaptability.

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Trauma Facts, School Support, When to refer, Observations in children experiencing the impacts of trauma, Traumatic Grief, and a Guide for Parents.

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The National Child Traumatic Stress Network

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Provides school administrators, teachers, staff, and concerned parents with basic information about working with traumatized children in the school system.

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Center on the Developing Child at Harvard University

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Center on the Developing Child at Harvard University

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Our mission is to drive science-based innovation that achieves breakthrough outcomes for children facing adversity.

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Collective Trauma 101 from COVID Pandemic

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Collective Trauma 101 from COVID Pandemic

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from WI DHS

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Segment 1: Definitions & General Information​​​​​​​​

​Segment 2: Strategies for Coping

​​Training Videos and Discussion Toolkits

Watch the training videos (each under 30 minutes) and then use the discussion questions in the Toolkit for further learning. The videos include a panel discussion. Participants include:

Jennifer Smith, Program Coordinator for the Center for Community Heal​th Advancement at the Marshfield Clinic Health System - Facilitator

Samia Khan, Therapist at Whole Hearted Wellness

Tracy Loken Weber, Lived Experience Partner with the Office of Children's Mental Health

Scott Webb, Trauma-Informed Care Coordinator for the Wisconsin Department of Health Services

Great for staff/department group training!

Include discussion questions and resources for further learning.

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Watch the training videos (each under 30 minutes) and then use the discussion questions in the Toolkit for further learning. The videos include a panel discussion.

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Trauma Informed Resource for Strengthening Family Partnerships

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Trauma Informed Resource for Strengthening Family Partnerships

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The National Child Traumatic Stress Network

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Helps schools assess what level of partnering currently exists within their school community, areas that require enhancement, and strategies for implementing these enhancements. This tool is for administrators and staff to drive further conversation about family-school partnerships. It builds on the NCTSN Trauma-Informed Schools Framework and is aligned with SAMHSA's 6 Principles of Trauma-Informed Care: safety; trustworthiness and transparency; peer support and mutual self-help; collaboration and mutuality; empowerment, voice, and choice; and cultural, historical, and gender issues.

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A Trauma-Informed Resource for Strengthening Family-School Partnerships

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Helps schools assess what level of partnering currently exists within their school community, areas that require enhancement, and strategies for implementing these enhancements. This tool is for administrators and staff to drive further conversation about family-school partnerships.

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The 5 Key Brain Areas Involved in Trauma

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ONE HIGH SCHOOL'S UNLIKELY SUCCESS STORY. "ABSOLUTELY RIVETING, PROFOUNDLY IMPORTANT." -New York Times journalist and author, David Bornstein ONE HIGH SCHOOL'S UNLIKELY SUCCESS STORY. "ABSOLUTELY RIVETING, PROFOUNDLY IMPORTANT." -New York Times journalist and author, David Bornstein

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Supporting Student Resilience and Well-Being with Trauma-Informed Care: Educator Self-Assessment & Planning Tool

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Supporting Student Resilience and Well-Being with Trauma-Informed Care: Educator Self-Assessment & Planning Tool

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Educators are increasingly aware of the high rates of student exposure to childhood adversity and trauma and the effects on learning. Experiences related to the COVID-19 crisis add an additional layer of stressors for students and families. In the face of this collective trauma, teachers are addressing the disruptions and challenges and navigating this new terrain, as they work to take care of themselves and support student well-being. Disrupted routines, isolation, grief, disconnection from teachers, peers, and other friends and family and the additional strain on family well-being takes its toll on students. This handout includes an educator self-assessment for supporting student well-being that includes an array of trauma-informed strategies for fostering student well-being and resilience during these unprecedented times. The strategies outlined in this document are intended to be used to support all students. It is also important to identify those students who require support that is usually provided through more targeted and intensive mental health interventions. Note: Educator self-care is critical for supporting student well-being. GTL also created an educator self-care self-assessment from part 1 of this three-part webinar series to consider how you are taking care of yourself at this time.

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Center on Great Teachers & Leaders - at American Institutes for Research

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The GTL Center is dedicated to advancing state efforts to grow, respect, and retain great teachers and leaders for all students. Our mission is to foster the capacity of vibrant networks of practitioners, researchers, innovators, and experts to build and sustain a seamless system of support for great teachers and leaders for every school in every state in the nation.

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THE BIOLOGY OF STRESS & THE SCIENCE OF HOPE "...AN ENGROSSING STUDY OF HOW ADVERSE CHILDHOOD EXPERIENCES (OR ACES) CAN BE LINKED TO DESTRUCTIVE BEHAVIOR AND MEDICAL DISEASES" -Matt Fagerholm ROGEREBERT.COM THE BIOLOGY OF STRESS & THE SCIENCE OF HOPE

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The Alberta Family Wellness Iniative (AFWI) provides resources and science exploring the effect of early brain development on lifelong health and addiction.

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Resiliency in Action Website for Nan Henderson

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Resiliency in Action Website for Nan Henderson

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Resiliency in Action | Nan Henderson, M.S.W., Ph.D.

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Home - Resiliency in Action | Nan Henderson, M.S.W., Ph.D.

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TSS and the Pandemic Resources - DPI webpage

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TSS and the Pandemic Resources - DPI webpage

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Wisconsin Department of Public Instruction

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Strategies and Resources to Create a Trauma Sensitive School Strategies and Resources Resources Schools Can Use to Incorporate Trauma Sensitive Practices Calmer Classrooms: A Guide to Working with Traumatized Children Child Safety Commission, Melbourne, Victoria, Australia Calmer Classrooms: A Guide to Working with Traumatized Children assists teachers and other educators in understanding and working with children and youth whose lives have been affected by trauma, particularly related to child maltreatment.

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Culturally Responsive Problem Solving Part 2

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Culturally Responsive Problem Solving Part 2

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Culturally Responsive Problem Solving Part 2

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Wisconsin ACEs

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Adverse childhood experiences, or ACEs, are traumatic experiences and events-like physical abuse, neglect, or witnessing violence in the home-that happen before age 18, but can have a lasting, negative effect on our lives throughout adulthood. According to Wisconsin Behavioral Risk Factor Surveillance Survey data from 2017 to 2018, 59% of Wisconsin residents surveyed reported at least one ACE in the past. And research shows that the more ACEs a person has, the higher their risk for mental, physical, and behavioral health challenges later in life.

Like trauma and toxic stress, ACEs are both a cause and a consequence of behavioral risks like harmful substance use. This can create a cycle of adversity and "inherited" trauma that can affect families for generations. For example, children who are exposed to a parent with substance use disorders are more likely to develop substance use disorder symptoms themselves.

Fortunately, ACEs and the harms they cause can be prevented, or at least lessened, when parents and other caring adults provide children with safe, stable, and nurturing relationships and environments.

Adverse childhood experiences include:

Abuse: Specifically, emotional, physical, and sexual abuse

Neglect: Both physical and emotional neglect

Household dysfunction: Witnessing violence in the home, harmful substance use, mental illness, separated or divorced parents, or an incarcerated caregiver or loved one.

Like trauma and toxic stress, ACEs are both a cause and a consequence of behavioral risks like harmful substance use. This can create a cycle of adversity and "inherited" trauma that can affect families for generations. For example, children who are exposed to a parent with a substance use disorder are more likely to develop a substance use disorder symptoms themselves.

Fortunately, ACES and the harms they cause can be prevented, or at least lessened, when parents and other caring adults provide children with safe, stable, and nurturing relationships and environments.

ACEs are more common than you might think. A person's ACEs score is a tally of the early adversities they faced before age 18. In Wisconsin, nearly 60% of adults say they experienced at least one ACE while growing up, while 16% report an ACEs score of 4 or more. From Beloit to the Apostle Islands, people of every age and from all walks of life are living with, or are affected by, the harmful consequences of early adversity.

Explore the latest Wisconsin-specific data to see the populations and negative health outcomes most tightly linked to ACEs in our state today.

While they have become an important way to forecast an individual's health risks, it's important to remember that ACEs are not a crystal ball, and outcomes cannot be predicted. They don't account for protective factors that may have reduced the impact of early adversity, or increased the resilience individuals build with time and experience.

That's why using ACEs scores, the number of ACEs an individual has, as a tool to identify the root causes of trauma may be a more beneficial use of ACEs research than focusing on individuals' risks. Used this way, ACEs can help mental and behavioral health professionals develop early intervention efforts that support young people disproportionately impacted by risk factors. Their use can also help communities develop resilience-building resources and policies they need to overcome a wide range of entrenched public health challenges.

This exclusive training webcast for people working in helper professions provides an overview of ACES and trauma, explores ACEs data in Wisconsin, and highlights strategies to build resilience. Watch the video. Contact Resilient Wisconsin with questions about this training. *This webcast is offered for general education only. There is no certificate or continuing education hours offered for viewing this webcast.*

Want to learn more about ACEs and their impact on Wisconsin? Check out these additional resources.

Get to know the influential elements of mental, physical, and behavioral health that help public health professionals and others understand and promote resilience in our communities and organizations, in our relationships, and within ourselves.

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Adverse childhood experiences, or ACEs, are traumatic experiences and events-like physical abuse, neglect, or witnessing violence in the home-that happen before age 18, but can have a lasting, negative effect on our lives throughout adulthood. According to Wisconsin Behavioral Risk Factor Surveillance Survey data from 2017 to 2018, 59% of Wisconsin residents surveyed reported at least one ACE in the past.

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Bonus Content - How does a community become trauma informed...

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Bonus Content - How does a community become trauma informed...

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View bonus material and extra footage from Paper Tigers, a film by KPJR Films

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Compassion Resilience Toolkit - Facilitator resources to build the capacity of helping professionals, caregivers, and the systems in which they serve.

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Facilitator resources to build the capacity of helping professionals, caregivers, and the systems in which they serve.