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Teaching, Learning, and Trauma, Grades 6-12
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Teaching, Learning, and Trauma, Grades 6-12
Responsive Practices for Holding Steady in Turbulent Times



July 2020 | 176 pages | Corwin

Transform challenging classroom experiences into opportunities for lasting student-teacher relationships, professional growth, and student engagement 

Chronic stress, anxiety, and trauma have startling effects on teachers and students. The pandemic and distance learning have exacerbated behavior issues and emotional dysregulation, making it difficult for students to engage, learn, and maintain healthy self-esteem. 

In Teaching, Learning, and Trauma, the authors guide you through the process of creating a learning environment that combats the negative effects of chronic stress and trauma. They show you how to establish rituals and routines, develop personalization, and implement effective student engagement practices that create a relationship-based culture and effectively improve student achievement. This book includes:

  • Self-assessment tools to help teachers make informed decisions
  • Examples of self-care plans and schoolwide policies for maintaining healthy boundaries in and out of school
  • Real-world vignettes and samples of teacher work
  • Planning documents and reflection questions to guide educators in identifying strengths and growth areas

Using a synergistic approach, this book unites compelling research data, theories, stories, and best practices from trauma-informed schools, relationship-based psychology, and effective instructional design to dissolve obstacles caused by chronic stress and trauma.


 
Foreword by Diane Sweeney
 
Preface
 
Acknowledgments
 
About the Authors
 
Introduction
The Intersection of Teaching, Learning, and Mental Health

 
The Integrated Approach: Using the Five Lenses

 
Intended Audience and Outcome

 
Organizational Features of This Book

 
Why This Book, and Why Now?

 
Essential Background Knowledge: ACEs

 
The Impact of ACEs on Learning

 
 
Chapter 1. In Their Natural Habitat: Understanding and Teaching Adolescent Learners With Chronic Stress and Trauma
Understanding Adolescent Learners With Chronic Stress and Trauma: Why Is It Important?

 
Student Experience

 
Adult Experience

 
Foundation for Effective Practice #1: Adolescent Development—My Brain Made Me Do It

 
Foundation for Effective Practice #2: Identity Formation—Who Am I?

 
Foundation for Effective Practice #3: Risk-Taking and Psychological Safety

 
What Works in the Classroom: Adolescent-Centered Teaching and Learning

 
Taking Understanding School-Wide

 
 
Chapter 2. Self-Regulation Is the Key to Calm
Self-Regulation: Why Is It Important?

 
Student Experience

 
Adult Experience

 
Foundation for Effective Practice #1: Understanding the Body’s Reaction to Stress and Dysregulation

 
Foundation for Effective Practice #2: Strategies for Regulating

 
Foundation for Effective Practice #3: Don’t Take It Personally

 
What Works in the Classroom: Cultivating Self-Regulation

 
Taking Self-Regulation School-Wide

 
 
Chapter 3. Self-Care: Check Yourself Before You Wreck Yourself
Self-Care: Why Is It Important?

 
Student Experience

 
Adult Experience

 
Foundation for Effective Practice #1: Avoiding Burnout

 
Foundation for Effective Practice #2: Recognizing Vicarious Trauma

 
Foundation for Effective Practice #3: Navigating Mixed Messages and Cultural Norms

 
What Works in the Classroom: Translating Self-Care Into Teaching and Learning Practices

 
Taking Self-Care School-Wide

 
 
Chapter 4. Know Me to Teach Me
Knowing Students Well: Why Is It Important?

 
Student Experience

 
Adult Experience

 
Foundation for Effective Practice #1: Listen

 
Foundation for Effective Practice #2: Provide Choices

 
Foundation for Effective Practice #3: Trust Their Wisdom

 
What Works in the Classroom: Knowing Students Well

 
Taking Knowing Others School-Wide

 
 
Chapter 5. Healthy Relationships in Complicated Times
Healthy Relationships: Why Are They Important?

 
Student Experience

 
Adult Experience

 
Foundation for Effective Practice #1: Defining Boundaries

 
Foundation for Effective Practice #2: Creating Awareness

 
Foundation for Effective Practice #3: Setting Limits

 
Foundation for Effective Practice #4: Accepting Personal Responsibility

 
What Works in the Classroom: Cultivating Healthy Relationships

 
Taking Healthy Relationships School-Wide

 
 
Chapter 6. Conflict Resolution: What to Do When Things Fall Apart
Conflict Resolution: Why Is It Important?

 
Student Experience

 
Adult Experience

 
Foundation for Effective Practice #1: Punishment Doesn’t Work

 
Foundation for Effective Practice #2: Ownership, Accountability, and Empathy Matter

 
Foundation for Effective Practice #3: Clear Communication Is the Ticket

 
Foundation for Effective Practice #4: Assume Good Intentions

 
Foundation for Effective Practice #5: Preparation Is Key

 
What Works in the Classroom: Accommodating Conflict

 
Taking Conflict Resolution School-Wide

 
 
Chapter 7. Integrating It All
Integrating Practices in Teaching, Learning, and Mental Health: Why Is It Important?

 
Student Experience

 
Adult Experience

 
What Works in the Classroom: Teaching and Learning With Trauma in Mind

 
Foundation for the Integrated Learning Model #1: Social Capital

 
Foundation for the Integrated Learning Model #2: Self-Efficacy

 
Foundation for the Integrated Learning Model #3: Locus of Control

 
Taking the Integrated Model School-Wide

 
 
References
 
Index

"Teaching, Learning, and Trauma is a book for educators who are in the trenches with students who have experienced chronic stress. While educators have always had to deal with a few students who have chronic stress, the number has risen dramatically. This book provides excellent guidance to educators around navigating trauma and stress in their classrooms."

Dominique Cooper
Teacher, Eastern Middle School, MD

I recommend Teaching, Learning, and Trauma for professional development for schools or systems that have not provided training on this topic or in the area of equity.

Farhana N. Shah
Teacher and Department Chair for ESOL and World Languages
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