1. Trauma and Learning Policy Initiative © 2016 Trauma and Learning Policy Initiative.

2. Ensure that children traumatized by exposure to violence and other adverse childhood experiences succeed in school. Schools Familie s Policy © 2016 Trauma and Learning Policy Initiative.

3. www.traumasensitiveschools.org © 2016 Trauma and Learning Policy Initiative.

4. 12345 Many students have had traumatic experiences. 5 Core Ideas © 2016 Trauma and Learning Policy Initiative.

5. 1 Many students have had traumatic experiences. Psychological abuse Physical abuse Sexual abuse Substance abuse Mental illness Mother treated violently Criminal behavior in household Adverse Childhood Experiences Study, Felitti, et al. (2006) 10.7% 28.3% 20.7% 26.9% 19.4% 12.7% 4.7% 1,855 4,906 3,589 4,664 3,363 2,202 815 n = 17,337 © 2016 Trauma and Learning Policy Initiative.

6. Felitti, et al. (1998) 50.5% © 2016 Trauma and Learning Policy Initiative.

7. Scientific Gaps Death Conception Whole Life Perspective Felitti, Anda, et al. (1998) © 2016 Trauma and Learning Policy Initiative.

8. 12345 Many students have had traumatic experiences. 5 Core Ideas Trauma can impact learning, behavior and relationships at school. © 2016 Trauma and Learning Policy Initiative.

9. 2 Trauma can impact learning, behavior and relationships at school. response Trauma is a response to adversity. © 2016 Trauma and Learning Policy Initiative.

10. Ability to process verbal/nonverbal and written information Instrumental use of language/communication and problem solving Sequential organization Understanding of cause/effect relationships Sense of self and perspective-taking Identification and differentiation of emotions Trauma from exposure to violence can impact the skills a child needs to learn, including: © 2016 Trauma and Learning Policy Initiative.

11. Executive functions: setting goals; developing a plan; carrying out the goals; reflecting on the process Transitions (endings and beginnings) Attention Trauma from exposure to violence can impact a child’s learning process, or ability to get work done. © 2016 Trauma and Learning Policy Initiative.

12. Aggression Defiance Withdrawal Perfectionism Hyperactivity, reactivity, impulsiveness Rapid and unexpected emotional shifts Common behavioral adaptations to trauma include: © 2016 Trauma and Learning Policy Initiative.

13. Lack of trust Difficulty interpreting verbal/nonverbal information; difficulty reading faces and gestures Lack of insight into relationships Poor sense of self and perspective taking Difficulty identifying emotions—self and other Poor understanding of cause and effect Decreased motivation to relate to others Trauma can undermine a child’s ability to form positive relationships with adults and peers: © 2016 Trauma and Learning Policy Initiative.

14. “He won’t pay attention; he’s smart but just won’t try hard enough.” “Danger is everywhere. I must always be vigilant.” “She is so defiant and aggressive—a bad kid.” “If I’m perfect, I’ll protect myself and my parent. “She’s such a good kid. She doesn’t need help.” “I always have to be in control so that I can avoid danger.” “I can’t trust that you have my best interests at heart.” “He rejects any help that I offer him.” © 2016 Trauma and Learning Policy Initiative.

15. Decreased motivation and engagement in learning Poor grades and test scores Poor relationships with adults and peers Truancy and dropping out Suspension/expulsion Juvenile justice system Decreased motivation and engagement in learning Poor grades and test scores Poor relationships with adults and peers Truancy and dropping out Suspension/expulsion Juvenile justice system Unintentionally distance themselves from students. Misunderstand traumatic symptoms as character flaws. Misperceive students as lazy or unmotivated. Impose punitive responses. Unintentionally distance themselves from students. Misunderstand traumatic symptoms as character flaws. Misperceive students as lazy or unmotivated. Impose punitive responses. Adults can: Impact on students: © 2016 Trauma and Learning Policy Initiative.

16. 12345 Many students have had traumatic experiences. 5 Core Ideas Trauma can impact learning, behavior and relationships at school. The Problem The Solution Trauma- sensitive schools help children feel safe so they can learn. © 2016 Trauma and Learning Policy Initiative.

17. Definition A trauma-sensitive school is one in which all students feel safe, welcomed, and supported and where addressing trauma’s impact on learning on a school-wide basis is at the center of its educational mission. Trauma-sensitive schools help children feel safe so they can learn. 3 © 2016 Trauma and Learning Policy Initiative.

18. Leadership and staff share an understandin g of trauma’s impact on learning and the need for a whole-school approach The school supports all students to feel safe physically, socially, emotionally and academically The school addresses students’ needs in holistic ways, including their relationships, self- regulation, academic competence, and physical and emotional well-being The school explicitly connects students to the school community and provides multiple opportunities to practice skills The school embraces teamwork and staff share responsibility for all students Leadership and staff anticipate and adapt to the ever-changing needs of students © 2016 Trauma and Learning Policy Initiative.

19. 12345 Many students have had traumatic experiences. 5 Core Ideas Trauma can impact learning, behavior and relationships at school. The ProblemThe Solution Trauma- sensitive schools help children feel safe so they can learn. How We Get There Trauma sensitivity requires a whole-school effort. © 2016 Trauma and Learning Policy Initiative.

20. Trauma sensitivity requires a whole-school effort. 4 I Leadership II Professional development III Access to resources and services IV Academic and nonacademic strategies V Policies, procedures, and protocols VI Collaboration with families © 2016 Trauma and Learning Policy Initiative.

21. It is about how we take action – Process Schools use an inquiry-based process to address their concerns: 1.Urgency 2.Readiness 3.Action 4.Reflection and evaluation Educators use the “Attributes” and the “Flexible Framework” to maintain a trauma-sensitive whole-school approach How Do We Get There? © 2016 Trauma and Learning Policy Initiative.

23. 12345 Many students have had traumatic experiences. 5 Core Ideas Trauma can impact learning, behavior and relationships at school. The ProblemThe Solution Trauma- sensitive schools help children feel safe so they can learn. How We Get There Trauma sensitivity requires a whole-school effort. Helping traumatized children learn should be a major focus of education reform. © 2016 Trauma and Learning Policy Initiative.

24. Helping traumatized children learn should be a major focus of education reform. 5 © 2016 Trauma and Learning Policy Initiative.

25. August 13, 2014 MGL ch. 69, sec. 1P © 2016 Trauma and Learning Policy Initiative.

26. School operations drive policy Locally-tailored solutions Start with “the choir” Align multiple mandates/initiatives Involve all stakeholders Multiple remedies © 2016 Trauma and Learning Policy Initiative.

27. www.traumasensitiveschools.org © 2016 Trauma and Learning Policy Initiative.