Building resilient learners: how schools can identify students who have experienced trauma

WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
Sandy Ward (Creator)
Western Carolina University (WCU )
Web Site:
Brandi Hinnant-Crawford

Abstract: The purpose of this improvement initiative was to increase educator capacity in identifying andaddressing the many needs of children who have experienced trauma at W.R. Odell ElementarySchool. The problem of practice examined the impact of trauma on school-aged children, andmore specifically, how trauma negatively impacts their ability to learn and develop into healthyindividuals. This disquisition offers an introduction to the problem of practice, history of the problem, an improvement initiative, and an evaluation process that includes formative andsummative assessment. Now is the ideal time for educational systems to take up the challengeand implement trauma-informed initiatives in schools that may have benefits for academic,social, and emotional outcomes. This disquisition documented the collaboration between anelementary schools’ SISP team and district Mental Health team. Facilitated professional development sessions focused on trauma awareness and social and emotional learning. This initiative consisted of two rounds of professional development and utilized improvement science to inform our intervention and accelerate improvement. As a result of this intervention, staff members increased their knowledge of trauma and are better able to support our students.

Additional Information

Language: English
Date: 2020
ACES, Childhood adversity, Resilience, Trauma, Trauma-Informed

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