TRA-5300: Trauma-Informed Strategies for Educational Environments

Pawlo, E., Lorenzo, A., Eichert, B., & Elias, M. J. (2019). All SEL should be trauma-informed.Phi Delta Kappan, 101(3), 37–41.
The authors of this article argue that implementation of trauma-informed SEL involves school climate, infrastructure, and the role of emotions in instruction.

Alexander, J., & Hinrichs, C. (2019).Building trauma-sensitive schools: Your guide to creating safe, supportive learning environments for all students. Paul H. Brookes Publishing Co.
Read Chapter 7, pp. 135-158: Universal strategies for trauma-sensitive schools. This chapter provides detailed strategies relating to the five elements identified in this week’s lesson.

Bar Gueldner, B. A., Feuerborn, L. L, & Merrell, K. W. (2020). Social and emotional learning in the classroom: Promoting mental health and academic success (2nd ed.). The Guilford Press.
Read pp. 1-13 in Chapter 1: Social and Emotional Learning: What it is and What It Can Do for Your Students.

Gueldner, B. A., Feuerborn, L. L, & Merrell, K. W. (2020). Social and emotional learning in the classroom: Promoting mental health and academic success (2nd ed.). The Guilford Press.
Read the first sections of Chapter 5: Academics and Social and Emotional Learning (pp. 111- 124), section titles: Social and Emotional Areas Connected to School Competence, Using Academics as a Platform for Infusing SEL, Noncurricular Strategies in an Academic Context.