Discussions of trauma-informed practices tend to focus on student behaviors and strategies for managing those behaviors, rather than the circumstances students are experiencing. Critical educators have expressed concern that a focus on trauma-informed practices lead teachers to view students from marginalized backgrounds with a deficit lens,…

As an assistant editor in the Photography department at the New York Times, the author manages a team of seven visual editors who assign photographers to stories all over the globe. Recently, one of her team members approached her to let her know that the amount of violence he was subjected to was having an effect on his mental state. It made the…

According to the American Psychological Association (APA, 2015), trauma is an emotional response to a terrible event, which can lead to difficulties with emotional regulation, social relationships, and the development of physical symptoms. Traumatic experiences may include physical or sexual abuse, neglect, experiencing or witnessing violence,…

Literary scholar Clare Bradford gives voice to a pervasive anxiety that arises when a child audience meets unsettling ecological narratives. She remarks: "to explain to young children that pygmy hippos are under serious threat or that elephants are still being killed for their tusks or that wilderness areas are disappearing is to construct a…

There is increasing awareness that many children who present behavioral challenges have experienced relational trauma. These youngsters are not well served by traditional interventions in schools, treatment settings, and communities. Adults responsible for these young people often get drawn into conflict cycles and coercive interventions that only…

School communities in both urban and rural settings need trauma-informed (TI) supports; however, the adversities experienced and access to student supports may be unique to rural school communities. In addition, the contextual challenges experienced by rural schools and communities, as well as the strengths that can be drawn from them, will…

"Just as every child is human, every child, no matter the circumstances, deserves an education that promotes his or her development to the fullest human potential." Using Cornerstone Montessori, a public Montessori school, as a case study, Liesl Taylor sets out to show the importance and impact that the Montessori approach can have on…

The purpose of this study is to measure the effects of fostering resilience through art education for students with severe physical disabilities ages 7-21. Recent trends of fostering resilience through art education were explored. Current attitudes towards art education for severely disables individuals were also explored. Of particular interest…

Fifty years ago, psychologist Nicholas Hobbs led a group of divergent thinking professionals who introduced a new way of perceiving the problems and needs of young people. The National Institute of Mental Health gave a two-million-dollar grant to George Peabody College for Teachers, now a part of Vanderbilt University. Hobbs and colleagues studied…

There is a growing imperative to prepare MSW social work students for trauma-informed evidence-based practice. Given strong recommendations and promising developments within social work education and practice in this regard, a clinical elective for the advanced-year MSW student that combines the guiding principles of trauma theory and…

Interest in the use of mindfulness-based activities with children and youth is growing. The article evaluates empirical evidence related to the use of mindfulness-based activities to facilitate enhanced student learning and to support students' psychological, physiological, and social development. It also provides an overview of interventions that…

Early childhood educators are increasingly being called upon to deal with emotionally charged topics, which include natural and manmade disasters, war, terror, death, and other traumatic events. At our teachers college, we prepare students to deal with a challenging issue, memory of the Holocaust, through a series of activities and workshops…

Because English language teachers should take into account the social-psychological situation of the students they teach, they must be sensitive to the effects of traumatic stress among learners. Refugee and immigrant children are frequently survivors of trauma, along with their peers in crisis-torn English as a foreign language settings around…

In this paper, pilot sessions in Rwanda and Nepal are analysed to evaluate the therapeutic benefit of active science for traumatised child refugees. The nature of the activities, choice of tools, organisation of the sessions, group size, and the role of the educators are investigated. Despite the lack of quantitative assessment, practical…