Building Resilience in Students Impacted by Adverse Childhood Experiences: A Whole-Staff Approach

Building Resilience in Students Impacted by Adverse Childhood Experiences - usees trauma-informed strategies to give students the skills and support they need to succeed in school and life

Nearly half of all children have been exposed to at least one adverse childhood experience (ACE), such as poverty, divorce, neglect, substance abuse, or parent incarceration. This workbook-style resource shows K-12 educators how to integrate trauma-informed strategies into daily instructional practice through expanded focus on:

• The experiences and challenges of students impacted by ACEs, including suicidal tendencies, cyberbullying, and drugs
• Behavior as a form of communication and how to explicitly teach new behaviors
• How to mitigate trauma and build innate resiliency

Table of Contents

Preface

• Chapter I: A.C.Es and the New Normal

A.C.Es are an Equal Opportunity Occurrence

Lost in Translation

The New Normal

• Chapter II: Put on Your Own Oxygen Mask Before Helping Others

Burnout or Compassion Fatigue?

The New Normal: A Case Study Intervention

Self-Care is an Ethical Imperative

WWAD?

• Chapter III: Easy to Have High Expectations: Hard to Grow a New Mindset

Knowing My Self Precedes Teaching Students

Knowing My Students and Knowing Pedagogy-Growing Mindset

Knowing My Strengths, Knowing the Strengths of My Students Fosters Resiliency

I Can't Learn From You Because You're White

Progress Not Perfection

Knowing My Self and Responding to Change are About Self-Care

Knowing My Self Matters Because When Negative Bias Shows Up- Students are Miseducated

Good Teaching is not Enough- The New Normal Warrants Transformationist Teaching

• Chapter IV The Effects of Trauma On the Brain

Acknowledging Trauma is Sitting in the Classroom is Good Teaching

A.C.Es and Learning

A.C.Es and Behavior

Trauma Has Many Forms

If I Knew Then What I Know Now

• Chapter V: Teaching Behaviors, Differentiating Interventions, Changing Pedagogy

Relationships Precede Learning

Talk Trust Feel Repair

Schools/Classrooms Have a Culture and Culture is Learned

Response to Intervention-RTI

Looking at Behavior Management through a Trauma-Informed Lens

Change is Hard and Leadership Matters

Talk, Trust, Feel, Repair: My Rookie Year

Schools are Ideal for Social Working

• Chapter VI: Plan with the End in Mind: Visioning a Compassionate School

The Innovative School District PreK-12th Grades

SEL DATA TEAM/SELF-ASSESSMENT CHECKLIST

Case Study: Response to Behavior Interventions

Changing Positions to Change Lives

What Does It Mean to Work in Trauma-informed School/School District?

Trauma-informed Do's and Don'ts

• Chapter VII: From Theory to Practice: Transformationist Actions Convert A.C.Es to Aces

Transformationist schools/school districts

Transformationist Instructional Staff

Transformationist School Counselors and School-based Social Workers

Transformationist School Psychologists and Nurses

Transformationist Support Staff (office, cafeteria, custodial, bus drivers)

Applying SEL Competencies and Resiliency Framework When Working with Colleagues

Applying SEL Competencies and Resiliency Framework to Your Self-Care Plan

Applying SEL Competencies and the Resiliency Framework when working with students

• Chapter VIII: The Process, The Plan, The Transformation

The Process: Implementation Guide

Where is Our Sense of Urgency?: The Transformationist School Counselor/Social Worker and Family Support Worker

Chapter IX: In Their Own Words: Testimonies from A.C.Es survivors

Antwone Fisher

Cleressa Brown

Conor Black

Maria Gonzales

The Salomon Martinez Family

Glossary

References and Further Reading

Additional Resources