Trauma-informed schools: Supporting educators as they support the children
This article focuses on the important need for educators in trauma-informed schools to receive ongoing support. After reviewing the relevant literature, we provide preliminary data – based on first-hand reports from 10 teachers in trauma-informed K-12 schools – about significant challenges faced and how these might be alleviated. These exploratory insights are then discussed within the framework of current recommendations in the childhood resilience field.
DATA
- CategoryMethodologies and pedagogical approaches
- CountryUSA
- LanguageEnglish
- Type of resourceDocument
