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Trauma Informed Classrooms
What We Say and Do Matters
The ability of educators to provide a nurturing environment to support studentsâ cognitive, social-emotional, and physical well-being can impact not only the classroom as a learning space but may also have a long lasting effect on children and families. Educators are seeking ways to become better informed on how trauma can affect learners, individually and as a group, while also searching for evidence based practices to support pedagogical decision-making. This book provides readers with the opportunity to critically reflect upon ways research connects to practice while considering how stressors can be minimized to support students. A special section related to educatorsâ personal and professional growth is also included.
Katia González is Professor and Chair of the Education Department at Wagner College in New York. Her expertise is in early childhood special education, curriculum development and culturally responsive practices in teacher education. Her research interests include the role of intercultural communication and culturally responsive practices in early childhood, strategies and techniques to enhance and measure critical thinking, and the impact of community and family in inclusive education.
Rhoda Frumkin is Professor and Director of Student Teaching and Field Experiences at Wagner College in New York. Her research interests includes teacher training, literacy learning and culturally responsive practices.
Rhoda Frumkin is Professor and Director of Student Teaching and Field Experiences at Wagner College in New York. Her research interests includes teacher training, literacy learning and culturally responsive practices.
Preface
Acknowledgments
List of Figures and Tables
Notes on Contributors
Reflections: Exercises
1 Trauma-Informed Early Childhood Classrooms: A Balanced Approach to Fuel Resilience in the Child and Teacher
âHelen Mele Robinson and Loreta Andersen
2 The Tiniest Tears: Grief and Loss in Childhood
âCarolyn Taverner
3 Techniques for Creating Trauma-Sensitive Learning Environments for Children
âJennifer Lauria
4 Mindfulness in the Trauma Informed Classroom: Using Yoga and Meditation to Infuse Classrooms with Coping Skills, Resilience, Self-Expression, and Safety
âDeryn A. Susman
5 The Fine Arts and Teaching Efficacy: Creativity and Decision-Making
âKathleen M. Palladino
6 The Impact of Social Support on First Year Teacher Development
âEman Metwally
7 Collaboration across Disciplines to Treat Children Exposed to Adverse Childhood Experiences
âKaren Prihoda
8 A Call for Trauma-Informed Understanding at Colleges and Universities
âAnge Concepcion and Kevin Nadolski
9 Trauma-Informed Classrooms: An Empathic Approach
âVanessa Smith-Washington and Edna Aurelus
Index
Acknowledgments
List of Figures and Tables
Notes on Contributors
Reflections: Exercises
1 Trauma-Informed Early Childhood Classrooms: A Balanced Approach to Fuel Resilience in the Child and Teacher
âHelen Mele Robinson and Loreta Andersen
2 The Tiniest Tears: Grief and Loss in Childhood
âCarolyn Taverner
3 Techniques for Creating Trauma-Sensitive Learning Environments for Children
âJennifer Lauria
4 Mindfulness in the Trauma Informed Classroom: Using Yoga and Meditation to Infuse Classrooms with Coping Skills, Resilience, Self-Expression, and Safety
âDeryn A. Susman
5 The Fine Arts and Teaching Efficacy: Creativity and Decision-Making
âKathleen M. Palladino
6 The Impact of Social Support on First Year Teacher Development
âEman Metwally
7 Collaboration across Disciplines to Treat Children Exposed to Adverse Childhood Experiences
âKaren Prihoda
8 A Call for Trauma-Informed Understanding at Colleges and Universities
âAnge Concepcion and Kevin Nadolski
9 Trauma-Informed Classrooms: An Empathic Approach
âVanessa Smith-Washington and Edna Aurelus
Index
In-service educators, teachers in pre-service training programs, community leaders, experts working with children, experts on mental health, social workers, doctors, families.