With the increase in teacher/administrator stress and increase in challenging student behavior, self-regulation is key to bolstering resilience. When an educator knows how to self-regulate they then have the capacity to teach and model to their students how to self-regulate. Listen to Emily Read Daniels share information about the importance of a regulated classroom.
An ASCD Article written by Debbie Zacarian, Lourdes Alvarez-Ortiz, and Judie Haynes, Published in April 2020. As the COVID-19 pandemic upends communities worldwide, trauma-informed practices to support students who have experienced childhood trauma are more urgent than ever.
An ASCD Article written by Jessica Minahan. Published October 2019.
An ASCD Article by Howard Yank and Maika Yeigh. Published April 2020. When educators experience secondary traumatic stress, it creates systemic problems for teaching and learning. Instructional leaders can offer support and coping strategies when issues arise.
ASCD Article by Jason A. Haap. Published April 2020. Students who have experienced trauma often have an unconscious set of beliefs that can impact their behavior. As educators seek to counterbalance this negative thinking, they must reframe students’ private logic, too.