Drawing on evidence and example legislation, this policy research brief identifies school-based policy options for Texas to prevent and mitigate toxic stress caused by Adverse Childhood Experiences (ACEs). The term ACEs refers to the 10 common categories of adversity included in a landmark study from the Centers for Disease Control and Prevention…

Immigration at the southern border of the United States has a complicated history. This article focuses on youth who have arrived in the United States via the southern border. It is important to note that within that population, youth will have a wide variety of experiences with immigration depending on their family, community, and personal…

According to research, as many as 68% of students have experienced at least some form of trauma (Cavanaugh, 2016). Yet, most educators report feeling inadequate about understanding trauma-informed practice, including understanding how trauma can impact student behavior in the classroom. This article provides a primer about trauma that can allow…

This paper conducts an interdisciplinary exploration into the concept of trauma within work- integrated learning (WIL), emphasizing the importance of 'proximity' as a novel extension of trauma within this context. The central focus lies in conceptualizing fresh dimensions for a WIL wellness model that prioritizes community connectedness over…

Climate change instruction (CCI) is not a consistent component of the science curriculum in American primary education. When it is taught, students may experience stress during instruction as a result of learning about the historical and future harm to humanity and the earth as a result of climate change. Students may also have direct experience…

Despite statistical evidence that a majority of faculty, students, and WPAs are impacted by trauma, the field has yet to establish a trauma-informed approach to writing program administration. As a result, WPAs are left to operate without evidence-based, field-specific, best practices as we remain mindful of our own trauma reflexes and careful…

To bridge the gap between the learning goals of the classroom and the overtaxed, returning-from-the-pandemic learner, adapting teaching practices to respond to present-day experiences became a way to facilitate success. Weaving anecdotal experiences with pedagogical scholarship, this discussion explores the impact of practices that approach the…

Teachers need training and support to address the secondary traumatic stress (STS) they may experience as well as identify and address students' trauma. To ensure that all teachers can do both, state leaders need to embed trauma-informed practices in mandated teacher training on trauma and self-care. A trauma-informed education system will ensure…

Teachers are essential partners in addressing the needs of English learners (ELs), yet most professional development fails to mention the specific needs of such students who have experienced trauma and exhibit signs of toxic and post-traumatic stress. Such students are not readily identified and even so, are often hesitant to seek the professional…