Note from Mai: This article really got me thinking, as the parent of a preschooler. In work and adult learning spaces, vague group agreements like "be kind" and "respect others" have always struck me as hollow. But I haven't considered the damage those simple rules can have in classrooms, with young children. I really appreciate Bret Turner's deeper exploration of this and hope everyone working with kids (parents, teachers, afterschool program providers, etc.) will apply some of his ideas.

Last week, three pediatricians — with a combined experience of 15 years integrating ACEs science into their practices — reflected on the urgency they felt several years ago that prompted them to begin screening patients for childhood adversity and resilience when there was practically no guidance at all. Along their journey, they accumulated a list of lessons learned for other pediatricians and family clinics to use. The three pediatricians participated in the ACEs Connection webinar,...

By Sarah D. Sparks September 17, 2019 Math teacher Veronica Lyon is one of the people who makes support for traumatized students work at Lincoln Middle School in Clarkston, Wash., a rural community on the Idaho border. She was an advocate for distressed students in the early days of the school's six-year trauma-sensitive schooling initiative, and has developed a course that pairs math instruction and social skills development. Her former students often drop in to tell her how much their time...

By Jessica Lander Roughly half of American school children have experienced at least some form of trauma — from neglect, to abuse, to violence. In response, educators often find themselves having to take on the role of counselors, supporting the emotional healing of their students, not just their academic growth. With this evolving role comes an increasing need to understand and address the ways in which student trauma affects our education professionals. In a growing number of professions,...

"While many leaders in the field emphasize the importance of integrated, systemic change, psychologist Kathryn Becker-Blease has pointed out that in practice, the term “trauma-informed” is often used to describe a variety of discrete services delivered in isolation. 8 Change efforts often focus on individual healing, rather than on broader organizational or policy reform. An agency may describe itself as trauma-informed when in fact all it has done is added a new trauma clinician or...

Children who are exposed to traumatic life events are at significant risk for developing serious and long-lasting problems across multiple areas of development. [1] , [2] , [3] , [4] However, children are far more likely to exhibit resilience to childhood trauma when child-serving programs, institutions, and service systems understand the impact of childhood trauma, share common ways to talk and think about trauma, and thoroughly integrate effective practices and policies to address it—an...