Creating Consistent Learning Environments With Trauma-Informed Practices

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Disclosure Statement:

No potential conflict of interest was reported by the authors.

Notes

1 Belsha, K. (2021, September 27). Stress and short tempers: Schools struggle with behavior as students return. Chalkbeat. https://www.chalkbeat.org/2021/9/27/22691601/student-behavior-stress-trauma-return

2 Alvarez, B. (2021). School suspensions do more harm than good. NEA Today. https://www.nea.org/advocating-for-change/new-from-nea/school-suspensions-do-more-harm-good

3 Belsha (2021); Blad, E. (2022, February 24). Educators see gaps in kids’ emotional growth due to pandemic. Education Week. https://www.edweek.org/leadership/educators-see-gaps-in-kids-emotional-growth-due-to-pandemic/2022/02; EAB. (2023, February 16). Two new EAB surveys reveal troubling trends in student behavior. https://eab.com/insights/press-release/district-leadership/two-new-eab-surveys-reveal-troubling-trends-in-student-behavior/; Shen-Berro, J. (2023, March 7). Student behavior remains concerning amid COVID’s impact, educators say. Chalkbeat. https://www.chalkbeat.org/2023/3/7/23628032/student-behavior-covid-school-classroom-survey

4 Taylor, S. (2021). Trauma-informed care in schools: A necessity in the time of COVID-19. Beyond Behavior, 30(3), 124-134.

5 Crosby, S., Howell, P., & Thomas, S. (2020). Teaching through collective trauma in the era of COVID-19: Trauma-informed practices for middle level learners. Middle Grades Review, 6(2), 1-6.

6 Anderson, K., Swedo, E., Trinh, E., Ray, C., Krause, K., Verlenden, J., Clayton, H., Villaveces, A., Massetti, G., & Niolon, P. (2022). Adverse childhood experiences during COVID-19 pandemic and association with poor mental health and suicidal behaviors among high school students – adolescent behaviors and experiences survey, United States, January – June 2021. Morbidity and Mortality Weekly Report, 71(41), 1301-1305.

7 Varghese, A., & Natsuaki, M. (2021). Coping with the pandemic: Implementing social and emotional learning in the California K-12 school system. Policy Insights from Behavioral and Brain Sciences, 8(2), 136-142.

8 Mahnken, K. (2023, January 12). New data: Post-COVID, school leaders frustrated in efforts to curb misbehavior. The 74. https://www.the74million.org/article/new-federal-data-show-schools-limited-in-addressing-misbehavior/

9 EAB. (2023).

10 Wegner, R. (2023, May 11). Tennessee third-grade reading law: What parents need to know about tests, rules, appeals. The Tennessean. https://www.tennessean.com/story/news/education/2023/05/11/tennessee-third-grade-reading-retention-law-what-to-know/70204150007/

11 EAB. (2023).

12 Ingram, N. (2022, July 18). Pandemic-Related behavior issues pose ongoing challenge for schools. ASCD. https://www.ascd.org/blogs/pandemic-related-behavior-issues-pose-ongoing-challenge-for-schools

13 Lambert, D. (2022, June 2). Covid challenges, bad student behavior push teachers to limit, out the door. EdSource. https://edsource.org/2022/covid-challenges-bad-student-behavior-push-teachers-to-the-limit-and-out-the-door/673124

14 Superville, D. R. (2023, March 16). Did principal turnover increase during the pandemic? Here’s what we know. Education Week. https://www.edweek.org/leadership/did-principal-turnover-increase-during-the-pandemic-heres-what-we-know/2023/03#:∼:text=A%20significant%20chunk%20of%20principals,in%20the%20next%20three%20years

15 Welsh, R. (2022). School discipline in the age of COVID-19: Exploring patterns, policy, and practice considerations. Peabody Journal of Education, 97(3), 291-308.

16 Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. Author.

17 Alexander, J. (2019). Building trauma-sensitive schools: Your guide to creating safe, supportive, learning environments for all students. Brooks Publishing.