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Full-Text Articles in Education
A Critical Policy Analysis Of Kentucky School Districts’ Trauma-Informed Education Plans, Tommy Wells, Alexandra J. Taylor, Amy Lein
A Critical Policy Analysis Of Kentucky School Districts’ Trauma-Informed Education Plans, Tommy Wells, Alexandra J. Taylor, Amy Lein
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
The Commonwealth of Kentucky has taken its first steps in creating trauma-informed K-12 schools through passing the School Safety and Resiliency Act of 2019. School districts were tasked with developing trauma-informed education plans by July 2021. However, the Commonwealth’s mandate gave broad autonomy to school districts in shaping their trauma-informed education plans’ processes and content. Through a critical policy analysis design, this study examined the availability and quality of trauma-informed education plans from each school district in Kentucky and compared them to the trauma-informed framework developed by the National Child Traumatic Stress Network. Findings indicate that only 19 out of …
Kentucky School Administrator Perspectives On Trauma-Informed Practices: Implications For Critical Supervision, Tommy Wells, Alexandra J. Taylor, Rosemarie Young
Kentucky School Administrator Perspectives On Trauma-Informed Practices: Implications For Critical Supervision, Tommy Wells, Alexandra J. Taylor, Rosemarie Young
Journal of Educational Supervision
This study explored Kentucky school administrators’ perceptions, knowledge, and beliefs about trauma-informed practices, competence in promoting these practices, and the extent to which school administration preparation programs provided relevant training. Participants reported they were not adequately trained in their school administration programs and believed they needed additional training and support to implement trauma-informed practices. The Culturally Responsive, Trauma-informed Educator Identity framework outlines essential knowledge and skills needed to promote trauma-informed practices, and implications for critical supervision are explored.
Teacher Perspectives Of Professional Development Needs On Trauma-Informed Practices, Tommy Wells, Madeline Chimka, Vanessa Gee
Teacher Perspectives Of Professional Development Needs On Trauma-Informed Practices, Tommy Wells, Madeline Chimka, Vanessa Gee
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Trauma-informed approaches and practices are becoming increasingly more common in schools. The lack of standardized content of trauma-informed practices presents challenges for schools and school districts on deciding both what content to provide and how to provide it. This study reviews the Culturally Responsive, Trauma-informed Educator Identity framework, as well as a framework for effective professional development, by surveying in-service teachers enrolled in a master’s program on trauma-informed practices who describe their professional development needs.
Just Trauma-Informed Schools: Theoretical Gaps, Practice Considerations And New Directions, Stacy A. Gherardi, Myra Garcia, Allison Stoner
Just Trauma-Informed Schools: Theoretical Gaps, Practice Considerations And New Directions, Stacy A. Gherardi, Myra Garcia, Allison Stoner
International Journal of School Social Work
Trauma-informed practices in schools have proliferated over the last decade and are often framed as social justice-oriented practices. This article assesses the theoretical and empirically supported basis for the proposed relationship between trauma-informed practices and social justice. It concludes the current theory of impact linking trauma-informed practices and social justice work is not supported by evidence. In response, we document theoretical gaps which limit the potential reach of trauma-informed practices in responding to social justice issues in schools and identify potential ways in which research and practice can respond to these gaps. We also highlight critical considerations for developing and …
Connecting The Dots Between Academic And Social-Emotional Learning With Literacy, Allison Phillippe
Connecting The Dots Between Academic And Social-Emotional Learning With Literacy, Allison Phillippe
Michigan Reading Journal
This article emphasizes the importance of supporting Social Emotional Learning (SEL) with literacy instruction, which could benefit both the academic and emotional success of students in your classroom. Currently in education there is a growing rate of students who have experienced trauma and could greatly benefit from SEL (Price & Ellis, 2018). The ability to incorporate SEL into current literacy instruction can help ensure we are meeting the individual needs of each student. This article will begin by defining SEL and explain its growing importance in education today. Then, it will discuss how social-emotional and academic learning are connected. Finally, …