Trauma-Responsive Schooling: Centering Student Voice and Healing

Autor/inn/en	Brown, Lyn Mikel; Biddle, Catharine; Tappan, Mark
Titel	Trauma-Responsive Schooling: Centering Student Voice and Healing
Quelle	(2022), (224 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-68253-731-2
Schlagwörter	Trauma; Social Emotional Learning; Equal Education; Educational Practices; Organizational Change; Elementary School Students; Power Structure; Personal Autonomy; Teacher Student Relationship; Academic Achievement; Rural Schools; English Language Learners; Student Needs; Poverty; Geographic Isolation; Substance Abuse; Educational Environment; Disadvantaged Schools; Stress Variables; Caring; Educational Innovation; Student Attitudes; Maine + Suchen Sie Ihr Suchwort? Bildungspraxis; Organisationswandel; Individuelle Autonomie; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Armut; Drug use; Drug consomption; Drogenkonsum; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Care; Pflege; Sorge; Betreuung; Instructional innovation; Bildungsinnovation; Schülerverhalten
Abstract	"Trauma-Responsive Schooling" outlines a novel approach to transforming American schools through student-centered, trauma-informed practices. The book chronicles the use of an innovative educational model, Trauma-Responsive Equitable Education (TREE), as part of a multiyear research project in two elementary schools in rural Maine. In this model, Lyn Mikel Brown, Catharine Biddle, and Mark Tappan endorse whole-school change, encouraging educators to upend traditional classroom power dynamics by listening foremost to student voices, validating student experiences, and promoting student agency. The authors provide complex real-life examples of student involvement in the creation and implementation of trauma-responsive and equitable practices. Their work offers readers concrete, actionable examples of such practices, which include supporting the whole child by promoting social and emotional learning (SEL) as well as academic achievement; providing access to basic needs such as food, clothing, and health care; and meeting the instructional requirements of dual-language learners. Many rural schools in the United States experience low student achievement and high absenteeism rates as their geographically isolated communities struggle with poverty, substance abuse, and other significant stressors. Yet, as the authors demonstrate, supportive learning environments, even in under-resourced rural schools, are able to mitigate adversity, stress, and trauma--and thus promote healing. This heartening work illustrates that, when educators and school leaders put student needs and interests at the core of school life, long-lasting change for all students is possible. (As Provided).
Anmerkungen	Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://hepg.org/hep-home/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01