1.1 Intro: We know that our schools provide more than learning

1.1a: "If everything is trauma, then nothing is trauma."

1.1a Check My Understanding

1.1a Self-Reflection

1.1b: A Silent Epidemic

1.1b Check My Understanding

1.2a: Some Children Have a Higher Prevalence of Exposure to Adverse and Traumatic Life Events

1.2a Check My Understanding

1.2b: How Educators Can be Impacted By Students' Traumas

1.2c: ACES and Children's Mental Health in Schools

1.2c Check My Understanding

1.3a: Attending to Trauma Among Our Students Advances Educational Equity

1.3a: Collective Reflection

1.4a: All Behavior is Communication. Are You Open to Hearing What Your Students Are Saying?

1.4a: Self-Reflection

1.5a: Coping Responses

1.5a: Self-Reflection

1.6a: Task Oriented Labeling Of Behaviors

1.6a: Collective Reflection

1.7a: Attending to Trauma Will Improve the Outcomes for Which You Are Held Accountable

1.7a: Self-Reflection

1.7b: Fall-Hamilton Elementary (Edutopia)

Lesson 1 Closing Collective Reflection

2.1a: From the Student's Perspective

2.1b: The Educational Experience of Three Youths

2.1c: Check My Understanding

2.2a: The Educator-Student Relationship Is A Developmental Relationship

2.2a: Check My Understanding

2.2b: The Developmental Relationships Framework

2.2c: The Educator-Student Relationship Is A Developmental Relationship

2.2d: Developmental Relationships From The Perspective Of Children And Youth

2.2d: Check My Understanding

2.2e: Self-Reflection

2.2f: Every Kid Needs A Champion

2.3a: Not Asking Educators To become Counselors, We Are Asking...

2.3a: Check My Understanding

2.4a: Educators Have The Opportunity To Utilize Their Skills To Advancing An Instructional Approach To Behavior Management

2.4a: Check My Understanding

2.4b: Pendulum Swings Of Education Reform

2.4b: Check My Understanding

2.4c: Educator Response To Academic vs. Behavioral Errors

2.4c: Check My Understanding

2.4d: Self-Reflection On Students In Your Class

Check in with and take care of yourself; www.trepeducator.org/mindfulness-in-nature

3.1a: How Stress Goes From Positive To Tolerable To Toxic

3.1a Check My Understanding

3.1b: Effects Of Stress

3.1b Check My Understanding

3.1c: Collective Reflection: A Moment For Positive Thinking

3.2a: Trauma And The Developing Brain

3.2a Check My Understanding

3.2b: The Biology Of Stress & Trauma

3.2b: Check My Understanding

3.2c: The Neurobiology Of Trauma And Dysregulation

3.2c: Check My Understanding

3.2d: Understanding PTSD's Effects On Brain, Body, And Emotions

3.2e: Self-Reflection: 3-2-1

3.3a: Individual Differences In Intensity Of Response To Traumatic Events

3.3b: Check My Understanding

3.3c: Variation In Intensity Of Response To Potentially Traumatic Events

3.3d: Check My Understanding

3.4a: Consequences Of Traumatic Stress

3.4b: Check My Understanding

3.4c: Self-Reflection: Who Are The Students Coping With Trauma?

3.5a: Triggers At School And In The Classroom

3.5b: Check My Understanding

3.5c: Self-Reflection

3.5d: Emotions Begin Driving Behavior Before Rational Decision-Making Begins Processing

3.5e: Check My Understanding

3.5f: Identifying Triggers Among Your Students

3.5g: Check My Understanding

3.6a: What About Educator Triggers?

3.6b: Check My Understanding

3.6c: Identify Your Personal Triggers

3.6d: Collective Reflection: What's Your Trigger

3.7a: Educator Self-Care

3.7b: Check My Understanding

3.7c: Self-Reflection

3.7d: Self-Care Alternate Ideas While Social Distancing

3.7e: Start NOW, With Mindfulness In Nature

3.8a: Creating Safety At School

3.8b: Check My Understanding

3.8c: A Closer Look At Maslow's Hierarchy Of Needs

3.8d: Check My Understanding

3.8e: Three Types of Safety

3.8f: Check My Understanding

3.8g: Classroom Strategies For Students Experiencing Challenges With Behavioral And Emotional Self-Regulation

3.8h: Check My Understanding

3.8i: Collective Reflection: Ideas For Creating Safety At School

4.1a: Embedding Universal Precautions Into The Culture Of The Classroom

4.1b: Check My Understanding

4.1c: Self-Reflection

4.1d: Enhance Your Expertise With Providing Corrective Feedback

4.1e: Check My Understanding

4.1f: TREP Matched To Domains Of Impairment

4.1g: Check My Understanding

4.2a: Domain 1: Neurobiological Dysregulation

4.2b: Check My Understanding

4.2c: Self-Reflection

4.2d: What Educators And Students Say About Mindfulness

4.2e: Strategy: Integrating Mindfulness In Your Classroom Schedule

4.2f: Check My Understanding

4.3a: Domain 2: Attachment

4.3b: Check My Understanding

4.3c: Self-Reflection

4.3d: Strategy: Be A Relationship Coach

4.3e: Check My Understanding

4.4a: Domain 3: Behavioral Regulation

4.4b: Check My Understanding

4.4c: Self-Reflection

4.4d: Strategy: Reinforce, Remind, Redirect

4.5a: Domain 4: Emotional Regulation

4.5b: Check My Understanding

4.5c: Strategy: Regular Emotional Check-Ins

4.5d: Check My Understanding

4.6a: Domain 5: Self-Image

4.6b: Self-Reflection

4.6c: Strategy: Maximize Use Of Supportive Language During Disciplinary Corrections

4.7a: Domain 6: Dissociation

4.7b: Check My Understanding

4.7c: Strategy: Grounding

4.8a: Domain 7: Thinking & Learning

4.8b: Check My Understanding

4.8c: Self-Reflection

4.8d: Strategy: Mini-Lessons

4.8e: Check My Understanding

4.9a: Prevention And Management Of Educator Stress

4.9b: Check My Understanding

4.9c: Are You At Risk For Secondary Traumatic Stress?

4.9d: Check My Understanding

4.9e: Attending To Your Well-Being

4.9f: Check My Understanding

4.9g: Attending To Collective Well-Being

4.9h: Check My Understanding

4.9i: Self-Reflection

Brief Feedback Survey

Trauma Responsive Educational Practices Requires Your Head, Your Heart, And Your Hands

Self-Reflection On Motivations To Do This Work

The Heart of Learning & Teaching Compassion, Resiliency & Academic Success by Ray Wolpow and colleagues