The impact of trauma on learning can be significant and long lasting. Learn how you can confidently and meaningfully support your trauma-impacted students and foster trauma-informed schools with this accessible resource. The authors draw from their personal and professional experiences with trauma, mental health, and school culture to provide real insight into what you can do now to help learners build resilience, cope with adverse situations, and achieve at high levels.
Implement trauma-informed teaching practices and cultivate a classroom environment that encourages positive learning experiences:
- Understand childhood trauma and the impact traumatic experiences have on learners.
- Develop a trauma-informed attitude and mindset.
- Examine classroom structures that support trauma-sensitive practices while recognizing those that may contribute to trauma.
- Gain effective classroom management strategies and techniques to support all students, including those experiencing trauma.
- Learn how to develop trusting and positive relationships with trauma-impacted students and their families.
Contents:
About the Authors
Introduction
Chapter 1: The Impact of Trauma on Educators and Students
Chapter 2: The Importance of Attitude and Mindset in Working With Trauma
Chapter 3: Classroom Structures to Support Trauma-Sensitive Practices
Chapter 4: Positive Relationships With Students
Chapter 5: Trauma-Sensitive Classroom Management Strategies and Techniques
Chapter 6: Parent and Family Engagement
References and Resources
Index
John F. Eller, PhD, is a former principal, director of a principal's training center, and assistant superintendent for curriculum, learning, and staff development.
John is also a much sought-after advisor to schools and school districts both nationally and internationally. He specializes in trauma-informed teaching and leadership, school turnaround, dealing with difficult people, building professional learning communities, conducting employee evaluations, building conferencing and coaching skills, developing strategic-planning strategies, building supervisory skills, and implementing effective teaching strategies. John also serves as an advisor for U.S. federal government agencies on the topics of team building, conflict coaching, peer coaching, conflict resolution, employee evaluations, and performance reviews, leadership, and a variety of other pertinent topics supporting U.S. federal employees and leaders.
John has written numerous articles and books, including a two-year series supporting new principals for the National Association of Elementary School Principals (NAESP) publication Principal and Effective Group Facilitation in Education, Working With and Evaluating Difficult School Employees, So Now You're the Superintendent!, Energizing Staff Meetings, Creative Strategies to Transform School Culture, Thriving as a New Teacher, Score to Soar, Achieving Great Impact, Working With Difficult and Resistant Staff, and Flip This School.
John earned a doctorate in educational leadership and policy studies from Loyola University Chicago and a master's degree in educational leadership from the University of Nebraska Omaha.
Tom Hierck has been an educator since 1983 in a career that has spanned all grade levels and many roles in public education. His experiences as a teacher, administrator, district leader, department of education project leader, and executive director provide a unique context for his education philosophy.
Tom is a compelling presenter, infusing his message of hope with strategies culled from the real world. He understands that educators face unprecedented challenges and knows which strategies will best serve learning communities. Tom has presented to schools and districts across North America with a message of celebration for educators seeking to make a difference in the lives of students. His dynamic presentations explore the importance of positive learning environments and the role of assessment to improve student learning. Tom's belief that "every student is a success story waiting to be told" has led him to work with teachers and administrators to create positive school cultures and build effective relationships that facilitate learning for all students.
