The Trauma-Sensitive School

Transforming Education to Heal Social and Emotional Wounds

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About the Book

This examination of child trauma focuses on how it impacts cognitive, emotional and social development, and offers perspectives and strategies for fostering trauma-sensitive school cultures. Strong evidence suggests the central problems that underlie many of the behavioral and emotional obstacles that adversely impact learning are rarely identified by educators. When these issues are properly understood and addressed, teachers, administrators and parents can more effectively serve students’ emotional and social needs, resulting in dramatic improvement in academic outcomes, attendance, teacher retention and parental involvement.

About the Author(s)

Gerald W. Neal currently serves as an associate professor in the Master of School Administration program at the University of North Carolina at Pembroke.

Bibliographic Details

Gerald W. Neal
Format: softcover (6 x 9)
Pages: 211
Bibliographic Info: notes, bibliography, index
Copyright Date: 2021
pISBN: 978-1-4766-8123-8
eISBN: 978-1-4766-4099-0
Imprint: McFarland

Table of Contents

Acknowledgments vi

Part I. “Children of an Idle Brain”: Understanding Trauma 1

Introduction: The Author’s Voice 2

1. Maslow and Bronfenbrenner 9

2. Child Trauma 18

3. Other Common Sources of Trauma 31

4. Brain Research 43

5. The Influence of Religion 51

6. The Law and Child Maltreatment 58

Part II. A Model for the Trauma-Sensitive, Social-Emotional Learning School 67

Introduction: The Field of Dreams 68
7. The Trauma-Informed Teacher 74

8. Trauma-Informed Instruction, Social-Emotional Learning and Maslow 87

9. Rethinking Assessment 110

10. Social-Emotional Learning Competencies and Teaching Strategies 123

11. Behavior Management 130

12. Support Staff Leadership 146

13. Changing the Culture 161

The Last Word 180

Chapter Notes 183

Bibliography 191

Index 201