TRA-5600

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 pages 117-134 in Chapter 6: Essentials of Trauma-Sensitive Schools. This chapter lays out four fundamental strategies for supporting learners. Although this book is focused on K-12 schools, these strategies are valuable for any educational setting.

Morton, B. M., & Berardi, A. A. (2018). Trauma-informed school programing: Applications for mental health professionals and educator partnerships. Journal of Child & Adolescent Trauma, 11(4), 487–493.
This article discusses the ways trauma or chronic stress throughout childhood manifests in cognitive, social, physical, and emotional impairment and describes advances in trauma-informed care for school environments. The authors define the nature of the problem and a framework to assist educators and mental health professionals in transforming to a trauma-informed school culture.

Castro Schepers, O., & Young, K. S. (2021). Mitigating secondary traumatic stress in preservice educators: A pilot study on the role of trauma‐informed practice seminars. Psychology in the Schools, 1.
This study explores secondary traumatic stress (STS) in preservice teachers (PSTs) and if trauma‐informed practices (TIPs) have the potential to mitigate STS.

Ellis, W. R. (2020). Healing communities to heal schools: Since student trauma is often rooted in inequitable conditions, trauma-informed practices need to reach whole communities. Educational Leadership, 78(2), 52–57.
This article discusses the Building Community Resilience (BCR) process, which involves collaboration between educators and community groups in addressing the impact of adverse childhood experiences (ACE).