Cultivating Resilience

Our guest Diane Wagenhals is a Program Director for Lakeside Educational Network. Her current responsibilities include overseeing programming and authoring curriculum for the Lakeside Global Institute. Lakeside manages therapeutic schools and services that identify and address student behaviors but also the real reasons students struggle and fail. Lakeside also trains professionals across the country and around the world in a brain-based, trauma-informed approach. Diane has authored over 35 courses and workshops and was a fellow with the Child Trauma Academy from 2010 - 2021. She serves as Secretary for the board of the Campaign for Trauma-Informed Policy & Practice. The Takeaway Teachers have the opportunity to impact students in ways that can change the trajectory of their life. To do this, teachers have to be prepared to embrace students emotionally by knowing how to regulate their own emotional stability. Showing respect and a having willingness to care for them has profound impacts on students.  As you listen What is trans-generational trauma? How can teachers implement effective communication strategies? What occurs in the brain when someone is dysregulated due to trauma? What should administrators focus on to transform their school? Why is it necessary for teachers to learn how to regulate themselves? Connect with Diane Website

The Takeaway “SEL has five major components: self-awareness, self management, social management – the skills we use to manage relationships — and responsible decision making. There used to be this notion that you had your cognition — your rational side, your frontal brain — and you had your emotional side — you're limbic system — and they just fought for each other for dominance over decisions. But we now know that's not the case. Your emotions are deeply entwined with what you're paying attention to, how you're encoding information and memories. And your cognition is deeply entwined with how you're processing your emotions. And so this idea of the integration of social and emotional, and academic development is not just a catchphrase, it's really reflective of how we grow as human beings, incorporating and taking in cognition, emotion, as well as trying to solve problems.” — David Adams Our guest David Adams is the CEO of The Urban Assembly. He started with the UA in 2014 as the Director of Social-Emotional Learning. In 2021, David received the Champion of Equity Award from the American Consortium for Equity in Education. David sits on the board of CASEL and is an author of The Educator's Practical Guide to Emotional Intelligence, and a co-author of the textbook, Challenges to Integrating Diversity, Equity, and Inclusion Programs in Organizations. He is a Civil Affairs Officer in the Army Reserve and holds an M.Ed in Educational Psychology from Fordham University. As you listen Given COVID and the trauma that many students carry, how can we best help to heal them? What is social-emotional learning (SEL) and how is it used to support students? What makes human interactions so critical, and why are students having difficulty establishing relationships after COVID-19? How are academics and emotion intertwined to benefit students? How do SEL skills help the school community? Referenced CASEL - Collaborative for Academic and Social Emotional Learning Zone of Proximal Development Bronfenbrenner's Ecological Systems Theory Connect with David Twitter   Facebook  LinkedIn

The Takeaway The Michigan Elementary Middle School Principals Association (MEMSPA) facilitates conversations among school communities to bring together the vision and voices of many districts. Such communication establishes a plan for a better future while working in the present. Constant discussion helps leaders learn new methods, update their vision, and address the current implications of trauma-informed learning. Our guests Paul Liabenow joined the MEMSPA staff as Executive Director in 2012. He has dedicated his 38 years in education to Michigan's youth. With degrees from Michigan State University and Central Michigan University, Paul joined Cadillac Area Public Schools where he worked his way through the ranks of teacher, building leader, principal and district superintendent. Today, Paul is working to build a community of educators dedicated to advocating, leading, and learning. He is also currently serving as Treasurer of Michigan Association of After School Partnerships, President of The Center for Education Improvement, President of Core Communications, President of The MEMSPA Foundation, and Board Member of the Michigan Assessment Consortium. Paul is co-author of Visioning Onward providing guidance for school leaders on the visioning process. Michael Domagalski is the current president of the Michigan Elementary and Middle School Principals association. He is known for founding #MEMSPAchat, which is MEMSPA's weekly twitter chat, occurring each Thursday at 8pm. Mike has served on the MEMSPA Board of Directors since 2015. He is the current principal of St. Clair Middle School within the East China School District in St Clair, Michigan. He serves as the leader of the 5th-8th grade building of 700 students. Along with his administrative responsibilities, Mike serves as president of the East China Education Foundation.   Referenced The Positivity Project TIPPS (Trauma-informed Programs and Practices for Schools from the University of Michigan) Trails (supporting student wellness in Michigan) Connect with Paul LinkedIn memspa.org coreleaders.net Connect with Mike LinkedIn email  

Summary Our discussion explored visioning and building schools through a more holistic, compassionate approach to working with students. The Rainbow Community School in Ashville, NC, was used as a case study. Drs. Renee Owen and Christine Mason led us into trauma-informed visioning, weaving understanding and support into the fabric of schools. We learned to craft visions prioritizing relationships, well-being, and spiritual connections, fostering student growth beyond traditional academic metrics. Our guests Dr. Christine Mason Executive Director, Center for Educational Improvement; Assistant Clinical Professor, Department of Psychiatry Yale University School of Medicine, Program for Recovery and Community Health; Chief Advisor, Childhood-Trauma Learning Collaborative; New England Mental Health Technology Transfer Center. Dr. Mason is also the co-author of a number of books, notably Visioning Onward and Compassionate School Practices. Dr. Renee Owen is a researcher, author, consultant and teacher in the fields of adult learning and educational leadership. Dr. Owen is Assistant Professor and Coordinator of Education Leadership at Southern Oregon University. She is also Editor of the Holistic Educational Review, an Open Access Journal. Renee was a school leader for over 20 years at unique public and private schools. As Director at Rainbow Community School in Asheville, NC, Renee was honored as an Ashoka Change Leader for her work in making holistic education more accessible.  Dr. Owen's life-long work is for education to be a vehicle for helping people to thrive. As you listen What is visioning, and how does a vision help with creating a trauma-informed, safe school? What is the main core value needed to focus on a compassionate school model? What was the vision for Rainbow Community School and how was it implemented in the community? Why is a constant discussion with school leaders and students necessary for following the visioning plan? What are some examples of trauma held by students? How do group spaces help address these situations? How does taking risks while feeling safe help with resilience?

Guest Dr. Debra Gustafson is the Associate Superintendent for the Geary County Unified School District 475 in Juncture City, Kansas. Deb's primary responsibilities focus on providing leadership and expertise in developing, achieving, and maintaining the district's educational programs and related services to increase student achievement. SummaryOur conversation focused on the challenges and opportunities of education leadership, particularly in the context of a military community and a high-poverty school district. We discussed the importance of supporting teachers' well-being, especially during the COVID-19 pandemic, and highlighted strategies for addressing teacher stress and burnout. We also explored the role of school culture and teacher support in creating a positive and effective learning environment. Additionally, we delved into the flywheel concept for school improvement and discussed education leadership challenges such as teacher shortages and career guidance. Key Takeaways Build and maintain a consistent strategic plan that eliminates adding flavor-of-the-month responsibilities to the faculty's already considerable workload. this focus provides stability and avoids faculty burnout. Understand that student behavior is a way of communicating. To counter ineffective behaviors, the district promotes training around social and emotional learning, making it as important as traditional academics in supporting student wellbeing.  Healing happens in the context of healthy relationships over time. Support staff across the district - nurture the nurturers - to help them best serve their students. Promote healthy school cultures by supporting everyone in the district. Adopt a flywheel mentality. Build momentum by focusing on achieving a few things that get the achievement ball moving. We can't do everything at once, but we can build toward better.  Referenced Interview with Susan Engel Books by Susan Engel The Intellectual Lives of Children The Hungry Mind Book by Todd Whitaker What Great Principals Do Differently

Guest Gary R. Howard, Ph.D., has been supporting individuals and organizations in the deeper work of personal, professional, and systemic transformation for the purpose of achieving social justice and equity in our schools and our nation. Howard is the president and founder of the REACH Center for Multicultural Education in Seattle, Washington. He is the author of  We Can't Teach What We Don't Know 3rd Edition and We Can't Lead Where We Won't Go: An Educators' Guide to Equity. Summary In this conversation, Gary Howard invites listeners to engage in reflective thinking about our racializing experiences. He begins by sharing his story of growing up as a White male in cultural isolation to becoming more culturally responsive during his collegiate years in New Haven, Connecticut. Howard emphasizes the importance of a multiethnic, multireligious, multigender teaching corps to understand that the work of personal transformation goes beyond just being culturally aware, beyond multicultural content, and conversations about differences. It is about the deeper work of acknowledging how our racializing experiences may impact our practice and how we relate to ‘others' in ways we are not consciously aware of.  

Guest Dr. Kelvin Butts is the Superintendent of Benton Harbor, MI, area schools and a lifelong educator, having served as a teacher, assistant principal, and principal. Summary Our discussion touched upon trauma and mental health issues in the Benton Harbor Area Schools, emphasizing the need for mental health initiatives for both teachers and students. The importance of leadership philosophy and growing leaders within the district was highlighted, focusing on equity and addressing barriers through strategic planning and partnerships. The conversation also delved into education, neuroscience, and self-improvement through self-reflection and student feedback, ultimately emphasizing the significance of psychological safety, community engagement, and building alliances in education.   Key Topics School leadership, trauma, and community support in Benton Harbor. (2:27) Leadership, transparency, and building relationships in a school district. (9:26) Mental health and wellness support for students and teachers in Benton Harbor. (14:25) Addressing barriers to education and mental health support. (20:54) Education, neuroscience, and teacher training. (27:39) Self-reflection and improving teaching methods. (31:17) Education, vulnerability, and agency in the classroom. (38:07) Building alliances and addressing trauma in schools. (44:07) Transformational leadership in education. (49:53) Education reform with a focus on student involvement. (52:02) Connect with Dr. Butts School website: https://www.bhas.org/

Guest Anitra Gallegos is the Principal of the Panorama Middle School in Colorado Springs, Colorado. Summary As a passionate and dedicated principal, Anitra is committed to addressing trauma and creating a culturally responsive and trauma-informed environment in her school. She believes that all students can learn and succeed, and she is always looking for ways to improve their education. She is a strong advocate for her students, and she is committed to addressing trauma and promoting wellness in her school community. She is also a strong advocate for her faculty, and she believes they should be remembered for making a difference in education rather than just teaching content. Listen for how Anitra puts her three “I's” to work • Integrity • Instruction • Inspiration Connect with Anitra Email: agallegos@hsd2.org School website: https://www.hsd2.org/pms

Our Guest A lifelong educator, Michelle Trujillo M.Ed is a Co-Founder of the Center for Learning and Well-Being and is known to make a tangible, sustainable, and positive difference through her books, speaking engagements, and interactive workshops. Named Nevada's 2016 Innovative Educator of the Year, Michelle has appeared on television (including Oprah), podcasts, and radio nationwide. Michelle partners with school districts, professional educational associations, educational service agencies, and conference organizers to provide relevant answers to future-facing challenges. Michelle's books include Social Emotional Well-Being for Educators (Corwin, 2022), Thriving through Adversity: Powerful Strategies for Educators to Ignite Hope, Inspire Students and Transform Schools (Center for Learning and Well-Being, 2022), and Start with the Heart: Igniting Hope in Schools Through Social and Emotional Learning (Corwin, 2019). Summary In a conversation about the challenges and well-being of educators, Michelle, a former teacher and principal, emphasized the importance of educational leaders understanding and supporting the well-being of their teachers to meet the academic and emotional needs of students effectively. She also introduced a framework for well-being that focused on six components: being reflective, intentional, empathetic, connected, accountable, and equitable. Key points Mental Health and Wellness for educators. (5:06) The importance of social-emotional well-being for educators. (9:38) Michelle's six-part framework for social-emotional well-being. (13:42) The importance of being accountable to ourselves. (16:19) Creating a community of care and collective responsibility. (20:28) Strategies to nourish your well-being. (25:25) How to promote well-being. (33:05) What we learned from the interview. (34:47) Leveraging strengths and opportunities for growth. (40:12) Connect with Michelle michelle@ignitinghopenow.com www.centerforlearningandwellbeing.org amazon.com/author/michelletrujillo Video Clips Keynote Clip: Collective Efficacy Corwin Clip: Start with the Heart Resources referenced in the interview Framework for Educator Well-Being (PDF) Social-Emotional Well-Being Check-in (PDF)  

Guest Melanie Johnson, Sac and Fox Nation, M.Ed., CPS, is the Director of the Whole Child Initiative for the National Indian Education Association. Melanie has worked with tribal communities and organizations for over 20 years. Melanie is a Certified Prevention Specialist and has worked in the field of substance use and misuse prevention in native communities, focusing primarily on native youth for over 10 years. Melanie also serves as a consultant for the Opioid Response Network Indigenous Communities Workgroup since 2019. Melanie also serves on the Community Anti-Drug Coalitions of America's Indigenous Peoples Advisory Council, is a member of the National American Indian and Alaska Native Prevention TTC, and sits on the Advisory Board for the Compassionate School Leadership Academy for the Center for Educational Improvement. Summary The conversation centers on Melanie Johnson's efforts at the National Indian Education Association to address Native students' educational needs. Through listening sessions, they gather insights, highlighting hope and the call for collective action to support families and draw on ancestral knowledge for healing. Topics include educational sovereignty, preserving cultures, involving others, vocational training, systemic barriers, and unity for future generations. Listen for • the purpose and results of the listening sessions • the imperative for educational sovereignty • the importance of allies to support policy-making at the local and state levels • the value of pathways to post-high school vocational training and higher education • the need for greater historical awareness of the population at large Connect with Melanie Melanie Johnson, M.Ed. Sac and Fox Nation of Oklahoma Director, Whole Child Initiative National Indian Education Association 1514 P Street, NW, Suite B Washington, DC  20005 https://www.niea.org/

Guest Afrika Afeni Mills, MEd, is the CEO of Continental Drift, LLC, an author, Education Consultant, and Adjunct Professor at Boston College's Lynch School of Education and Human Development. She has been an educator since 1999 with a background as a classroom teacher, instructional coach, teacher developer, and school administrator.  Afrika is the author of Open Windows, Open Minds: Developing Antiracist, Pro-Human Students, as well as the viral blog post, A Letter to White Teachers of My Black Children. Her TED-Ed Talk, Having Conversations About Race is Just Another Hard Thing We Can Learn to Do was released in Spring 2023. The Takeaway In this episode, we discussed the importance of addressing inclusivity and racism in education – first through self-reflection - while emphasizing the need to support educators' holistic well-being and anti-racism training via a long-term approach. Listen for The need to reflect on one's racial beliefs and behaviors. The challenges posed by the banning of books by black authors and limiting the teaching of black American history How educators need to collaborate with families and communities to address systemic issues and how that effort will take time and persistence Why it's essential to incorporate anti-racism training in pre-service teacher and administrator education programs. Why it's important for educators to take care of their whole selves. Connect with Afrika Website LinkedIn Referenced Open Windows, Open Minds TEDTalk

Our guest Horacio Sanchez, President and CEO, Resiliency Inc.  Horacio Sanchez is a highly sought-after speaker and educational consultant, helping schools learn to apply neuroscience to improve educational outcomes.  He presents on diverse topics such as overcoming the impact of poverty, improving school climate, engaging in brain-based instruction, and addressing issues related to implicit bias. He is recognized as one of the nation's leading authorities on resiliency and applied brain science. Horacio has been a teacher, administrator, clinician, mental health director, and consultant to school districts across the United States. Horacio sits on the True Health Initiative Council of Directors, a coalition of more than 250 world-renowned health experts committed to educating on proven lifestyle principles as medicine. He is the author of the best-selling book, The Education Revolution, which applies brain science to improve instruction, behaviors, and school climate.  His new book, The Poverty Problem, explains how education can promote resilience and counter poverty's impact on brain development and functioning. The Takeaway By understanding the profound effects of poverty-related stress on the brain, acknowledging the power of subconscious biases, and implementing practical strategies for emotional regulation, educators can foster resilience, equity, and optimal learning experiences for vulnerable students. As you listen Poverty-related stress can have a significant impact on the brain, leading to changes in memory, emotional regulation, and decision-making abilities. Societal biases, particularly those related to race, can be subconscious and influence our perceptions and interactions with others. Strategies for regulating emotions in the classroom include pre-planning, ritualizing the environment, and using rituals to help students regulate their systems faster and adjust. It is important to build protective factors and concrete skills for vulnerable students, especially those from poverty or who have experienced racism and bias. Teachers should have an understanding of how the brain learns and establish foundational knowledge for students before moving on to more complex topics. Connect with Horacio Sanchez Twitter - Horacio Sanchez @ResiliencyInc Website - https://resiliencyinc.com/ Referenced The Education Revolution The Poverty Problem  

Summary Equity, inclusion, and justice should be critical goals of education today. To effectively work toward achieving them, though, the mental health and overall well-being of children and school staff must first be addressed. Following the success of Season 1, the podcast series, Cultivating Resilience: A Whole Community Approach to Alleviating Trauma in Schools continues to explore various ways to reduce anxiety and stress that are so prevalent in many of today's schools. Sponsorship and the Team This podcast series supports the work of the Compassionate Schools Leadership Academy (CSLA), a research grant to the Center for Educational Improvement, and Yale University's Program for Recovery and Community Health from the U.S. Department of Education. (Award Number S423A220092). For this series, Christine Mason, Victoria Romero, Jesse Kohler, and Jeff Ikler are collaborating as podcast hosts. Complete bios are available here: https://www.queticocoaching.com/trauma-in-schools-development-team Topics in Season 2 Season 2: Overview and Welcome Racism, poverty, and neuroscience: implications for educators Open Windows, Open Minds: promoting more reasonable conversations about Racism The Education and well-being of Native students: recommendations for equity Promoting educator well-being Communicating, collaborating, and problem-solving to dissolve barriers and build esteem Affluenza: drug addiction, fears, anxiety, and other concerns of students from prosperous families Promoting well-being and mental health for students, faculty, and staff Why diversity programs fail Moving past the fear of losing control Case study: promoting mental health in one school district Implementation of SEL Case study: promoting mental health within a large urban setting (the NY DOE Department of Mental Health)

If COVID has an upside, it's that it has brought attention to the emotional needs of students (and faculty members). Indeed, if a student doesn't feel emotionally safe in the classroom, their ability to learn is severely impeded. And if an educator is experiencing extreme stress, their ability to work effectively with kids is compromised. The bottom line is that educators must work toward balancing a student's academic needs with their social and emotional needs. Our three guests from the Elizabethton School District in Elizabethton, TN provide the details. Dr. Myra Newman — Assistant Director of Schools for Academics, Elizabethton City Schools, Elizabethton, TN Dr. Jon Minton — Principal, Elizabethton High School, Elizabethton, TN Megan Ellis — Counselor, Elizabethton High School, Elizabethton, TN  

One of the clear takeaways from our series on trauma in schools is that few teachers and administrators receive training on student trauma before they find themselves in front of their kids. Most professional development in this critical area is provided to educators in what are often too-brief training sessions after they are already in the schools. Our guests in this episode, professional development consultants Tamara Neufeld Strijack and Hannah Beach, are helping to disrupt that pattern.

One way trauma grows in the Native American child is through schooling. Native American children attend either schools made up primarily of Native students, or they attend U.S. public schools with the potential for more of a mixed population. As we'll learn during the interview, Native American children who attend U.S. public schools are often criticized for their silence. But their silence doesn't reflect a lack of interest or knowledge, it's culturally driven behavior. Native American children are often silent for two reasons: one, because they're reflecting deeply on the topic under discussion, and two, they're demonstrating respect for the thoughts of others, especially the teachers. Instead of being critical of them, we should see them for what they are. Holly Echo-Hawk, a behavioral health expert for the Pawnee Nation provides the details.

One of the aspects of trauma that needs to be fully recognized is its intergenerational potential: the trauma that a student carries with them can often be further weighted by what their parents and or ancestors experienced. This is particularly true for people of color and indigenous populations. Mary Peter, District Vice-Principal, Indigenous Education, Cowichan Valley School District on Vancouver Island in British Columbia, and Richard Matthews, the District Counselor at the Cowichan Valley School District provide the details.

When we think about trauma and adverse childhood experiences, the conversation understandably gravitates to one of what happened to the student. That approach can focus us externally on the damaging experiences and events themselves. Dr. Scott Ratchford, an expert on equity and the Coordinator of Equity Advancement for the town of West Hartford, CT, helps us shift our focus to see the internal impact of adversity and trauma on a child and how it can affect their identity, sense of safety and well-being, and perhaps most important, their potential.

Most attempts at large-scale change in education fail because of incoherent planning, lack of buy-in of stakeholders, and poor execution. Another big reason for failure is pace: leadership tries to do too much too quickly. Moving too fast can be particularly detrimental when adopting something as emotionally rich and behavior-changing as trauma-informed practices. Dr. Dana Milakovic, a mental health and trauma specialist, and the state-wide advisor for Trauma (K-12) for the Pennsylvania Department of Education, urges a step-by-step approach that includes a multi-system of support.

If our students need to be in a psychologically safe place before they can succeed academically, today's guests — Drs Yvette Jackson and Michele Rivers Murphy — will argue that the same logic of “first this and then that” also applies to the faculty: reducing student trauma starts with improving the well-being of teachers.

Our study of trauma in schools has naturally focused on students. For example, the discrimination and racism that many live with in their neighborhoods aren't experiences they can easily leave at home. That those experiences negatively impact a student's academic success is undeniable. But our educators of color at home and around the world are hardly immune to that type of adversity. Discriminatory hiring practices engender one type of adversity for educators. But many educators are now experiencing increased adversity as legislatures and local school committees hand down restrictions on what and how they can teach.  

Christine LeGuizamo is a licensed social worker serving as the Program Director of Mental Health at New Harmony High School in New Orleans, Louisiana. New Harmony is a growing charter school with a mission to "Foster an interconnectedness of people, land, air, and water that prepares students for college, careers, and beyond." And part of that interconnectedness, as Christine explains, is "the intertwining of academics and social-emotional part of each student. We very much serve the whole child and understand the importance of serving the whole child. When it comes to academic learning, it is so important to understand that to get a student to conceptualize algebra, you need to also understand what happened at home last night that could impede their learning for the next day." Join the conversation and get the details on how Christine and New Harmony High are accomplishing that.

We've talked about the concept of the "trauma-informed school” several times during this series. But how can educators go about establishing the right caring environment to maximize student learning? As our guest, Godwin Higa, a consultant for trauma-informed and restorative justice practices, and a former teacher and principal of the year in the SDUSD explains, it starts with the educator's heart.

One of the stakeholders in the larger community that is seeking to alleviate student trauma plays a huge role — perhaps the biggest role: parents. In this episode, we'll hear from Ruth Freeman, a licensed social worker, and the CEO and Founder of Peace at Home Parenting Solutions. Peace at Home's mission is to help parents raise confident, resilient children from prenatal development through young adulthood. It does that by translating research into practical approaches and tools that parents can use at home. What becomes clear in our discussion is that for parents to be effective in that effort, they must first be in a safe, centered mental place themselves. And that can be a challenge.

The essential theme underlying this series is highlighted right in the podcast's subtitle: a whole community approach. That means, to effectively identify and lessen the impact of student trauma requires mental health practitioners, faculty members, parents, and community members to work together. Brooke O'Drobinak, an administrator, teacher, and instructional coach, and Beth Kelley, a trauma informed consultant and conscious leadership coach offer a number of powerful ideas on how educators — without extensive training — can contribute to reducing the effects of trauma. That awareness and effort can in turn give educators greater confidence that they can have the desired impact.

Given the ongoing pandemic, we hear a lot today about quote/unquote “lost learning.” Some educators will try to lessen the impact and anxiety of that phrase by restating it as quote/unquote “delayed learning.” Either way, COVID 19 has impacted learning. But that focus masks a larger tragedy. If our series on trauma in the schools is teaching us anything, it's that learning is lost for millions of traumatized kids every day, COVID or no COVID. And these are kids that many educators have never been trained to engage. John King and Karen Oehme are part of a small but growing contingent of university educators who are training the next generation of teachers about trauma-informed school practices before they enter the classroom.

Given their limited numbers, addressing student trauma can't just fall to school counselors, psychologists, and social workers. Teachers can naturally play a crucial role given the amount of time they have with students. For some teachers, implementing trauma-informed practices may require a paradigm shift in how they view their role. For others, addressing student trauma at the classroom level may just mean giving them the tools they need to be supportive. Clinical social worker, Amber Warner, explains.

Along with their home and natural environments, a child's community is now recognized as a potential contributor to adverse childhood experiences. The results can be devastating for development. Substandard schools, intolerance, discrimination, and racism can lead to chronic health issues, minimum employment, and long-term poverty. Authors and educators Victoria Romero and Justin Hendrickson take us through an explanation.

In this episode, Jennifer Spiegler with Kognito, a developer of virtual role-play simulations for education and clinical training, will share details on how and why virtual simulations work to provide educators with critical trauma training. She is joined in this discussion by Janet Pozmantier, a behavior health consultant. Janet and Jennifer worked together with Kognito simulations in 2017 to address the trauma that teachers and students experienced after Hurricane Harvey devastated Houston, TX.

Most educators don't need fancy letters after their name to work effectively with traumatized youth. They just need to look at them and approach them differently. And knowing now that a child's trauma stands in the way of their learning, how educators approach such students couldn't be more critical. Dan Press, the Pro Bono General Counsel and Jesse Kohler, the Executive Director for the “Campaign for Trauma-Informed Policy & Practice,” discuss.

In this episode, we consider how visioning can enlighten education, and in particular how mindfulness and student engagement can enhance our educational experiences today and also our planning for the future. Guests Kahlil Kuykendall, a mindfulness instructor, and Dr. Christine Mason, Executive Director for the Center for Educational Improvement, explain.

Given the experience of the last two years, educators are increasingly aware that they have to address students' emotional needs as a prerequisite to focusing on academics. Some do that through social and emotional learning, restorative justice and mindfulness programs, and others are integrating a dedicated program called the Positivity Project. Educators Nichole Flynn, Heather Meredith, and Sandy Rutledge of the St. Clair Middle School in St. Clair, Michigan orient us.

Teachers have the opportunity to impact students in ways that can change the trajectory of their life. To do this, teachers have to be prepared to embrace students emotionally by knowing how to regulate their own emotional stability. Diane Wagenhals, a Program Director for Lakeside Education Network that manages therapeutic schools and services for students who have experienced trauma and been unable to successfully adapt to the traditional school environment, explains.

A student's community influences their overall well-being, academic success, and social development; meaning the people in a community must interact with students in various situations. As part of that community, teachers need training to be the strong and trustworthy core adults to support students holistically. Jeff Donald, the Mindfulness Coordinator for Montgomery County Public Schools, offers his insights and argues that the days of just focusing on academics should be long gone.

We prepare students to leave high school into a broken system. This situation can only change by answering the questions: > When students graduate, what do we want them to be able to do with their knowledge and skills as they confront uncertainty in our complex and rapidly evolving world. > How do we help students develop a sense of purpose and meaning, so that they feel they can have a positive impact in life? Guest Mathew Portell explains what it means to have a trauma-informed school.

A number of the people we have interviewed in this series have used the word “stigma” to refer to much of our society's reluctance to openly discuss the origins and consequences of trauma, and mental health issues in general. Unfortunately, what remains hidden remains untreated, and the impact on youth can be severe. One person who is motivated to change that reluctance because of her own experience with trauma and grief is Peyton Barsel, founder of ACE Aware.

All educators — all school staff — need to see themselves as part of a formal or informal mental health network whose members routinely collaborate to support sound student mental health. But they need to be supported by mental health practitioners and parents tp provide the widest possible safety net for students. Martha Staeheli, Ph.D., explains.

Open any educational news source, and you're likely to find a story on social and emotional learning. What is S.E.L. and why do some leaders champion it and its integration with academics while others see it and any focus on mental health as a way to indoctrinate students in “socialist” ideology? David Adams, the CEO of The Urban Assembly and a board member the Collaborative for Academic and Social and Emotional Learning, makes the case for why educators should contribute to students' mental health.

One of the goals of our series is to raise awareness and the level of discourse around student trauma and mental health in general. And if we're not bringing these subjects out into the open, kids keep all those emotions bottled up inside of them. Dr. Glenn Albright and Kim Weiland from Kognito, a firm that develops avatar-based simulations to help develop trauma-informed educators, explain.

Students need to be in a psychologically safe place or it will be hard for them to engage that part of their brain that supports learning. That fact underscores why many schools are developing SEL programs and trauma-informed instruction. It underscores the role schools must play along with parents and mental health providers to support needy students. And some of that support must help students who have operated remotely to transition back to the classroom. School psychologist Dr. Terri Erbacher explains.

A forum that facilitates conversations among school communities can help to establish a plan for a better future while working in the present. Constant discussion helps leaders learn new methods, update their vision, and address the current implications of trauma-informed learning. Paul Liabenow and Mike Domagalski of the Michigan Elementary Middle School Principals Association explain the imperative to move from a strong vision, to conversation, to action of behalf of today's traumatized students.

When we think of the trauma that students carry with them into school, we often think of the ten adverse childhood experiences identified through research more than 30 years ago. We now know that exposure to bias, racism, discrimination, and unsafe communities are also drivers of student trauma. Building student resilience requires us to have courageous conversations that address those causes as well. Educator Orinthia Harris Ph.D. explains.

This podcast series focus primarily on the trauma that students carry with them into the classroom. But, many school faculty, staff and administrators are also experiencing trauma. COVID has dislocated relationships and put pressure on educators to quickly address ”learning loss.” There is a critical need for school leaders at any level to promote self-care through mindfulness training. Mindful leadership expert, Michael Bunting, explains the first safe steps.

Answering the questions "What do we want our graduates to know and be able to do with their knowledge and skills when they receive their high school diplomas?" and "What kind of person do we want them to be?" requires educators to develop a long-term vision — a vision that necessarily addresses student wellness, and any component of trauma as much as it does academic achievement. Drs Christine Mason and Renee Owen offer their insight.

Denting the grasp of trauma isn't just about being nice to kids. It's about connecting with them in meaningful reinforcing ways, which gives them what they wanted all along: to be seen, to be recognized, and to realize that they can be more than how they currently see themselves. The Nurtured Heart Approach is one pathway to follow. Nurtured Heart trainer, Viviana Barajas, explains.

Many educators still think of student mental health, and social and emotional learning as adjuncts to academic achievement. But neurologically, students need to be in a psychologically safe place to learn. If they are in a state of high stress or trauma, the part of the brain that facilitates learning is inaccessible. Thus, student academic growth and achievement rests squarely on the shoulders of student wellness. Neuroscience researcher, Melissa Hughes, Ph.D., explains.

When we think about the trauma that many of our students carry, it's easy to think that because the causes and effects of adverse childhood experiences are often so extreme, the acts to lessen trauma's impact will somehow have to be extreme. But denting trauma's grasp doesn't require an advanced degree in school social work or psychology. It does ask that we rebalance our our role as educators. Dr. Sandy Bloom explains how.

Given the pandemic, concern over students' social and emotional health is now top-of-mind for educators and their support staff in the larger school ecosystem. The reality for many students, however, is that COVID has only exacerbated any number of adverse childhood experiences they already carried in their trauma-filled backpacks. The causes of student trauma are varied and complex. The cost of lasting trauma is high. This podcast series of 30 plus episodes focuses on how we can reduce trauma's impact.