Trauma-Informed Practices

Teachers in the early grades can guide young students to better understand, express, and handle their emotions.

For students who have internalized a message that they’re destined to fail, promoting realistic optimism can be game-changing.

A writing unit for first grade can help develop prosocial classroom behaviors, a reliable indicator of future academic success.

Students can develop the core competencies of social and emotional learning with the support of strong relationships with teachers.

Trauma may look different from student to student, so it’s prudent to always use trauma-responsive practices.

Being mindful of the many difficulties the youngest students may be experiencing is one way teachers can help them weather the pandemic.

Teachers can rebuild connections and create an educational environment in which they support students and each other.

The phrase “trauma informed” is everywhere, but what does it mean to bring that lens to school settings? Get started with a basic definition.

Data shows that Black youth are especially prone to develop mental health issues but less likely to seek out or receive the specialized services and care they need.

In this excerpt from her new book, Alex Shevrin Venet explains how she makes decisions that support students who have experienced trauma.

Educators can take the initiative to provide safe and welcoming spaces in their classrooms and school community.

Alumni at a predominantly White high school opened up about the racism they experienced as students—and helped change the culture of the school.

Many schools around the country strive to support students who have experienced trauma—and that work is always rooted in strong relationships.

More than 6.5 million K–12 students in the U.S. change schools each year. How can teachers help them acclimate socially and academically?