The impact of trauma among young children is gaining attention. About one in four children experience potentially traumatic events before their third birthday. The rate of trauma among children with disabilities is unclear; however, evidence suggests that the rate of abuse and neglect is higher for individuals with disabilities than for those…

Researcher--community partnerships are a necessary but not sufficient facet of effective research and evaluation with community-based projects and in clinical settings. This article describes two approaches that we have integrated into a multiyear, multiphase research and evaluation initiative supporting the health and well-being of vulnerable…

Forced migration generally refers to groups of people who are displaced by conflicts related to natural or environmental disasters, or war. This conceptual article takes up the topic of teaching children who have experienced forced migration due to war from ethnic or religious conflict, and the stories of trauma they may bring into a classroom.…

Reflective practice in TESOL is widely used in pre-service and in-service teacher education contexts and is regarded as beneficial for ongoing professional learning. While models of reflective language teaching vary, they all aim to improve classroom outcomes for teachers and students. A holistic approach to reflective practice includes teachers'…

Exposure to chronic trauma such as lifestyles of poverty, events of natural disaster, and acts of violence on individuals or groups continues to happen for educators and their students -- if not via personal experience, via media-informed awareness. Critical conscience as increased awareness, understanding, and desire for advocacy is increased…

This reflection on practice provides a foundation for understanding the impact of Hurricane Harvey on teachers and children across the Texas Gulf Coast. It also documents the emergence of a professional development initiative born when early childhood teacher educators in the community outreach arm of a major university sought to provide immediate…

Posttraumatic growth theory posits that when life circumstances are perceived as stressful, secondary appraisal processes can be recruited in ways to facilitate both coping efforts and personal growth. Using a mixed-methods approach, we found mothers' most challenging experiences involved child behavior (e.g. aggression, communication, and social…

Adverse childhood experiences (typically referred to as ACEs) are potentially traumatic experiences and events, ranging from abuse and neglect to parental incarceration. A growing body of research has made it increasingly apparent that ACEs are a critical public health issue that can have negative, lasting effects on health and well-being in…

This article uses auto ethnography as research as the author examines her own childhood abuse and how it has shaped her as an educator who has taught at the middle level, high school, and university. Through her experiences, she has determined that teachers' personal stories significantly affect their development as educators. Through their…

Between half and two-thirds of all school-aged children experience trauma, and 26% of children will witness or experience trauma before the age of four. Early indicators of trauma's impact on children is observable in the likelihood that they are 2 1/2 times more likely to fail a grade than their unaffected peers; they score lower on standardized…

The aim of this paper is to place Derrida's and Foucault's ideas on friendship in conversation and then discuss how those ideas provide a pedagogical space in which critical educators in conflict-troubled societies can promote new modes of being and living with others. In particular, the notion of critical pedagogies of friendship is…

"Improvement Science as a Tool for School Enhancement: Solutions for Better Educational Outcomes" is a collection of equity-focused improvement science-in-action, school-based case studies led by practitioners. Chapter authors tell us how and why improvement science principles make system-wide improvements in classroom practice, how they…

The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time (OST) programs partner to improve social and emotional learning (SEL), as well as what it takes to do this…

Permanent exclusion from primary school is an issue of national and local concern; previous literature has primarily focused on secondary school experiences of school exclusion. Furthermore, research offering detailed insights into the experience of permanent exclusion from the perspectives of pupils, parents and school staff is limited. This…

Research indicates the need for children performing below grade level in reading to receive additional support in summer months. However, little research has been done related to utilizing preservice teachers during those months in the form of a supplemental field experience. Investigating the experiences of undergraduate students majoring in…