Children from all racial and socioeconomic backgrounds experience and are impacted by trauma, and research suggests that between half and two-thirds of all school-aged children experience trauma. Additionally, some practices and policies in our education system can reinforce and perpetuate structural inequalities that can contribute to the trauma that students face. Trauma-informed practices are approaches to learning with an understanding of the physiological, social, emotional, and academic impacts of trauma and adversity on students, that influence changes to systems over time. Being trauma informed can help educators support all learners, and build community resiliency and wellbeing.
What We Believe:
We believe that being trauma-informed is a lens through which educators can reflect, analyze, and design their classroom and school structures.
We believe that meeting all students where they are is not just an academic imperative, but it is also essential for the growth and development of the whole child.
We believe that redefining classroom management starts with dismantling punitive systems and, instead, implementing restorative practices that focus on wellbeing which is essential to being trauma-informed.
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