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"(*PDF/KINDLE)->DOWNLOAD Developing Trauma-Informed Teachers: Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches (Contemporary Perspectives on Developing Trauma Informed Teachers) Full Acces

Trauma is a public health crisis. High rates of trauma exposure among youth and the impact that experiences of trauma can have on students&#8217 psychosocial and academic outcomes are well-established. These traumatic events do not live outside of the scope of schools and teaching. As children and teachers develop communities within their classrooms and schools, trauma comes with those who have experienced it, whether invited or not (Bien &amp Dutro, 2014). This extended time that teachers spend with students inherently provides opportunity to witness students&#8217 lived experiences (Caringi et al., 2015 Motta, 2012). These experiences capture many facets of students&#8217 lives, including traumatic events however, many teachers indicate that they feel unprepared to address students who have experienced trauma in meaningful and sustainable ways (Caringi et al, 2015). In response, many schools and districts have adopted trauma-informed practices (Overstreet &amp Chafouleas, 2016).
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