TRA-5300: Trauma-Informed Strategies for Educational Environments

Brunzell, T., Stokes, H., & Waters, L. (2019). Shifting teacher practice in trauma-affected classrooms: Practice pedagogy strategies within a trauma-informed positive education model. School Mental Health, 11(3), 600–614.
This study explores how primary and secondary teachers shift their practice as a result of training in trauma-informed positive education. A theme in the study is the relational capacity of educators.

Steele, C., & Neimann, T. (2020). The affective phenomena of childhood trauma: Can experiential learning, social emotional learning enhance healthy brain development? In T. D. Neimann & U. M. Stelson (Ed.), Challenges and opportunities in global approaches to education (pp. 204-222). IGI Global.
Read Chapter 11: The Affective Phenomena of Childhood Trauma (pp. 204-222). This study looks at project-based-learning and its impact on social emotional learning and achievement. The study applies findings to brain health and the role of childhood trauma and stress on learning and healthy brain development.

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 5, pp. 102-114: Paradigm shifts.