References
- Alexander, J. 2019. Building Trauma-Sensitive Schools. Baltimore, MD: Paul H. Brookes Publishing.
- Anonymous. 2016. “Promote Consistency in School Routines, Classroom Methods.” Special Education Report 42 (10): 6. https://www.proquest.com/trade-journals/promote-consistency-school-routines-classroom/docview/1832788169/se-2?accountid=11225.
- Armstrong, T. 2016. The Power of the Adolescent Brain: Strategies for Teaching Middle and High School Students. Alexandra, VA: ASCD.
- ASHA. n.d. Classroom acoustics. https://www.asha.org/public/hearing/classroom-acoustics.
- Bellamy, L. 2016. Classroom environment: Content analysis examining characteristics of classroom environments that affect students’ academic achievement. Accessed from Education Database (1844393348). https://www.proquest.com/dissertations-theses/classroom-environment-content-analysis-examining/docview/1844393348/se-2?accountid=11225
- Berman, S., S. Chaffee, and J. Sarmiento. 2018. The Practice Base for How We Learn: Supporting Students’ Social, Emotional, and Academic Development. Washington, DC: The Aspen Institute.
- Birren, F. 2006. Color Psychology and Color Therapy: A Factual Study of the Influence of Color on Human Life. Whitefish, MT: Kessinger Publishing.
- Cruz, S., and R. Padilla. 2011. “The Value of Routines & Rituals.” Middle Ground 14 (4): 16–17.
- Dabrowski, A. 2020. “Teacher Wellbeing During a Pandemic: Surviving or Thriving?.” Social Education Research.
- Davidson, S. 2017. Trauma-Informed Practices for Post-Secondary Education: A Guide. Oregon: Education Northwest.
- Day, T. D., and C. Rich. 2009. “A Theoretical Model for Transforming the Design of Healing Spas: Color and Platonic Solids.” HERD 2 (3): 84–107. https://doi.org/10.1177/193758670900200307
- Derosier, M., E. Frank, V. Schwartz, and K. Leary. 2013. “The Potential Role of Resilience Education for Preventing Mental Health Problems for College Students.” Psychiatric Annals 43 (12): 538–544.
- Felitti, V. J., R. F. Anda, D. Nordenberg, D. F. Williamson, A. M. Spitz, V. Edwards, M. P. Koss, and J. S. Marks. 1998. “Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults: The Adverse Childhood Experiences (ACE) Study.” American Journal of Preventive Medicine 14 (4): 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8
- Frey, B. B., V. L. Schmitt, and J. P. Allen. 2012. “Defining Authentic Classroom Assessment.” Practical Assessment, Research & Evaluation 17 (2): 2366796630. https://www.proquest.com/scholarly-journals/defining-authentic-classroom-assessment/docview/2366796630/se-2.
- Galbraith, J. 2005. “Building Academic Success on Social and Emotional Learning: What Does the Research Say?” Teachers College Record 107 (7): 1–3. https://www.proquest.com/scholarly-journals/building-academic-success-on-social-emotional/docview/211349923/se-2?accountid=11225. https://doi.org/10.1177/016146810510700701
- Galatzer-Levy, I. R., C. L. Burton, and G. A. Bonanno. 2012. “Coping Flexibility, Potentially Traumatic Life Events, and Resilience: A Prospective Study of College Student Adjustment.” Journal of Social and Clinical Psychology 31 (6): 542–567. https://doi.org/10.1521/jscp.2012.31.6.542
- Guttierez, D., and A. Guttierez. 2019. “Developing a Trauma-Informed Lens in the College Classroom and Empowering Students through Building Positive Relationships.” Contemporary Issues in Education Research 12 (1): 11–18. https://doi.org/10.19030/cier.v12i1.10258
- Haberlin, S. 2022. “A Serene Segue: Examining College Student’s Perceptions of Starting Classes with Micro-Meditations.” College Teaching 70 (4): 509–517. https://doi.org/10.1080/87567555.2021.1987181
- Haverinen-Shaughnessy, U., and R. J. Shaughnessy. 2015. “Effects of Classroom Ventilation Rate and Temperature on Students’ Test Scores.” PLoS One 10 (8): e0136165. https://doi.org/10.1371/journal.pone.0136165
- Henry, J., M. Sloane, and C. Black-Pond. 2007. “Neurobiology and Neurodevelopmental Impact of Childhood Traumatic Stress and Prenatal Alcohol Exposure.” Language, Speech, and Hearing Services in Schools 38 (2): 99–108. https://www.proquest.com/scholarly-journals/neurobiology-neurodevelopmental-impact-childhood/docview/70379754/se-2?accountid=11225. https://doi.org/10.1044/0161-1461(2007/010)
- Hoch, A., D. Stewart, K. Webb, and M. A. Wyandt-Hiebert. 2015. “Trauma Informed Care on a College Campus.” Presentation at the Annual Meeting of the American College Health Association, Orlando, Fl.
- Jensen, E. 2005. Teaching with the Brain in Mind. Alexandria, VA: ASCD.
- Kariippanon, K. E., D. P. Cliff, S. L. Lancaster, A. D. Okely, and A. Parrish. 2018. “Perceived Interplay between Flexible Learning Spaces and Teaching, Learning and Student Wellbeing.” Learning Environments Research 21 (3): 301–320. https://doi.org/10.1007/s10984-017-9254-9
- Khorshid, R. F., S. H. Almadani, A. M. Al Shehri, L. M. Abduljawad, and A. M. Alsaleh. 2021. “The Effect of Fluorescent Light on Anxiety Patients.” Cureus 13 (2): e13436. https://doi.org/10.7759/cureus.13436
- Klatte, M., J. Hellbrück, J. Seidel, and P. Leistner. 2010. “Effects of Classroom Acoustics on Performance and Well-Being in Elementary School Children: A Field Study.” Environment and Behavior 42 (5): 659–692. https://doi.org/10.1177/0013916509336813
- Lubos, L. 2012. “The Role of Colors in Stress Reduction.” Liceo Journal of Higher Education 512 (39): 78–91.
- Manglani, A. 2018. “Significance of Self-Awareness Activities in Development of Positive Self-Esteem among Secondary School Students.” IAHRW International Journal of Social Sciences Review 6 (1): 94–97. https://www.proquest.com/scholarly-journals/significance-self-awareness-activities/docview/2616903179/se-2?accountid=11225.
- Mistler, B., Reetz, D. Krylowicz, and Barr, V. 2012. The Association for University and College Counseling Directors Annual Survey. Association for University and College Counseling Center Directors, Annual report.
- National Child Traumatic Stress Network Schools Committee. 2008, October. Child Trauma Toolkit for Educators. Los Angeles, CA & Durham, NC: National Center for Child Traumatic Stress.
- Pedrelli, P., M. Nyer, A. Yeung, C. Zulauf, and T. Wilens. 2015. “College Students: Mental Health Problems and Treatment Considerations.” Academic Psychiatry 39 (5): 503–511. https://doi.org/10.1007/s40596-014-0205-9
- Penckofer, S., J. Kouba, M. Byrn, and C. Estwing Ferrans. 2010. “Vitamin D and Depression: Where is All the Sunshine?” Issues in Mental Health Nursing 31 (6): 385–393. https://doi.org/10.3109/01612840903437657
- Perez, J., J. Montano, and J. Perez. 2014. Does Temperature Impact Student Performance? Room Temperature and Its Impact on Student Test Scores. Scottsdale, AZ: Association for Learning Environments. https://healthyschools.cefpi.org/temperature.html.
- Porter, S. 2019. “A Descriptive Study of Post-Secondary Student Mental Health Crises: QC.” College Quarterly 22 (1): 11225. https://www.proquest.com/scholarly-journals/descriptive-study-post-secondary-student-mental/docview/2283390496/se-2?accountid=11225.
- Pourbagher, S., H. R. Azemati, and S. P. Bahram Saleh. 2021. “Classroom Wall Color: A Multiple Variance Analysis on Social Stress and Concentration in Learning Environments.” International Journal of Educational Management 35 (1): 189–200. https://doi.org/10.1108/IJEM-06-2020-0282
- Putnam, F. W. 2006. “The Impact of Trauma on Child Development.” Juvenile and Family Court Journal 57 (1): 1–11. https://doi.org/10.1111/j.1755-6988.2006.tb00110.x
- Varghese, Rani, Laura Quiros, and Roni Berger. 2018. “Reflective Practices for Engaging in Trauma-Informed Culturally Competent Supervision.” Smith College Studies in Social Work 88 (2): 135–151. https://doi.org/10.1080/00377317.2018.1439826
- Roman, J. V. 2017. “The Impact of Childhood Trauma: Cognitive Development, Mental Health, and Trauma Informed Treatment.” (Order No. 10279496). Available from ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses Global (1914677926). https://www.proquest.com/dissertations-theses/impact-childhood-trauma-cognitive-development/docview/1914677926/se-2?accountid=11225.
- Substance Abuse and Mental Health Services Administration (SAMSHA). 2014. “SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach.”. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration,
- Stocker, S., and K. Gallagher. 2019. “Alleviating Anxiety and Altering Appraisals: Social-Emotional Learning in the College Classroom.” College Teaching 67 (1): 23–35. https://doi.org/10.1080/87567555.2018.1515722
- Sultan, S., U. Taimuri, S. A. Basnan, W. K. Ai-Orabi, A. Awadallah, F. Almowald, and A. Hazazi. 2020. “Low Vitamin D and Its Association with Cognitive Impairment and Dementia.” Journal of Aging Research 2020: 6097820. https://doi.org/10.1155/2020/6097820
- Thomas, P. 1998. “Increasing Student Input in the Classroom.” College Teaching 46 (3): 112. https://www.proquest.com/scholarly-journals/increasing-student-input-classroom/docview/274755581/se-2?accountid=11225.
- Torres, J. M. 2006. “Building Academic Success on Social and Emotional Learning.” School Administrator 63 (4): 65. https://www.proquest.com/trade-journals/building-academic-success-on-social-emotional/docview/219271138/se-2?accountid=11225.
- Toussaint, Loren, Quang Anh Nguyen, Claire Roettger, Kiara Dixon, Martin Offenbächer, Niko Kohls, Jameson Hirsch, and Fuschia Sirois. 2021. “Effectiveness of Progressive Muscle Relaxation, Deep Breathing, and Guided Imagery in Promoting Psychological and Physiological States of Relaxation.” Evidence-Based Complementary and Alternative Medicine 2021: 5924040. https://doi.org/10.1155/2021/5924040
- Watts, G. W., T. A. Garfield, and M. T. Davis. 2023. “Experiences, Supports, and Strategies of First-Generation College Students.” College Teaching 71 (1): 38–48. https://doi.org/10.1080/87567555.2022.2050669
- Westman, J. C., and J. R. Walters. 1981. “Noise and Stress: A Comprehensive Approach.” Environmental Health Perspectives 41: 291–309. https://doi.org/10.1289/ehp.8141291
- Zhu, J., N. Racine, E. B. Xie, J. Park, J. Watt, R. Eirich, K. Dobson, and S. Madigan. 2021. “Post-Secondary Student Mental Health during COVID-19: A Meta-Analysis.” Frontiers in Psychiatry 12: 777251. https://doi.org/10.3389/fpsyt.2021.777251