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Trauma-Informed Teaching Practices

Trauma-Informed Teaching Practices

Trauma-Informed Teaching Practices and Interventions

Considering the knowledge learned from previous articles regarding trauma think of at least two trauma informed teaching practices and interventions that could be presented to educators or school principals. Reflect about at least one support person within the school who colud help assist educators with the practices or interventions. Examples include school social worker, school counselor, or a mental health professional to assist with the implementation of the trauma-informed teaching practices and interventions. See the attached articles below.

Trauma-informed practices in a laboratory middle school

Heidi B. Von Dohlen, Holly H. Pinter, Kim K. Winter, Sandy Ward, & Chip Cody

Abstract: This article explores how a laboratory middle school (LMS) serving students from low-performing elementary schools and students with academic or social-emotional chal- lenges is developing as a trauma-responsive school. The authors explore the literature, school/community context, stu- dent cases, and the ways in which classroom and school-wide practices are trauma-informed. Trauma-informed practices focus on individual students as well as whole classroom and school-wide initiatives, potentially benefiting all, not only those students’ experiencing trauma.

At LMS, a community of care system, evaluation committee, tribe and village meetings, the democratic classroom approach, project-based learning, as well as focused enrichment and remediation are all initiatives that have demonstrated some success. Documentation of such success’s merits exploration in other middle schools. The LMS team seeks to understand and implement highest leverage practice as students are challenged academically, their socio- emotional needs are supported, and resiliency is built not only in the classroom but also in the lives of the young adolescents themselves.

Keywords: democratic classrooms, middle schools, social-emo- tional, trauma-informed practices, trauma-responsive

Issues in Educational Research, 26(1), 2016 82

Educational support for orphans and vulnerable children in primary schools: Challenges and interventions Teresa Mwoma Kenyatta University, Kenya Jace Pillay University of Johannesburg, South Africa

Educational status is an important indicator of children’s wellbeing and future life opportunities. It can predict growth potential and economic viability of a state. While this is an ideal situation for all children, the case may be different for orphans and vulnerable children (OVC) due to the challenges they go through on a daily basis. This article aims to advance a debate on the findings of our study on the educational support provided for OVC through a critical engagement on the challenges experienced and the intervention measures to be taken in South African public primary schools context.

The study involved one hundred and seven participants comprising sixty five OVC and forty two teachers. Questionnaires with structured and unstructured questions were utilised to collect descriptive and qualitative data. Findings suggest that, although the South African Government has put mechanisms in place to support OVC attain basic education, numerous challenges were found to be hindering some OVC from attaining quality education. Based on the findings, several intervention measures have been suggested.

Moving beyond schedules, testing and other duties as deemed necessary by the principal: The school counselor’s role in trauma informed practices

Penny B. Howell, Shelley Thomas, Damien Sweeney, & Judi Vanderhaar

Abstract: Researchers and practitioners in fields such as psy- chology and social work increasingly recognize the significant need for schools, in general, to be sites for delivery of trauma- informed practices. Given the extent and nature of trauma expo- sure in our schools, we believe it is critical that the primary individual supporting trauma-informed practices is physically present in the school daily, integrated within school routines, and has ongoing relationships with students, teachers, and staff. In this article we will reexamine the role of the School Counselor (SC) through the lens of This We Believe:

The Keys to Educating Young Adolescents and illuminate the many reasons the SC’s voice and perspective is essential to school-wide enactment of trauma- informed practices. We believe SCs need a voice at the table regarding school-wide decisions and advocate that they lead the collective charge in trauma-informed practices in schools to best serve middle level students. By sharing one voice and accepting the role of SC as the mental health experts in our schools, we will see transformative change in education while serving our youth in need by leading trauma-informed and trauma-sensitive schools.

Keywords: school counselors, school culture and climate, trauma-informed practices

This We Believe characteristics: ● Comprehensive guidance and support services meet the needs of young adolescents.

● Educators value young adolescents and are prepared to teach them.

● Every student’s academic and personal development is guided by an adult advocate.

● The school environment is inviting, safe, inclusive, and supportive of all.

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