Capstone Project Title
Jana Lo Bello Miller
Research suggests that trauma informed teaching practices benefit all students, regardless of whether or not they have experienced trauma. The professional development created for this project is informed by the work of Danielle Theis’ Teach to Heal and Performing Tracking System (2022), Nicholas Long’s Life Space Crisis Intervention (2021), the scholarship of Ross Greene (2014), and the educational framework Universal Design for Learning (2022). Trauma informed teaching practices include at its core: role definition for adults, common language, and explicit teaching of social emotional skills. The professional development will help teachers create a trauma responsive classroom which will be beneficial to all students. Along with the professional development, which is designed as a two part course with room for expansion and year long mentoring for teachers, a google classroom of resources has been created, including sample lessons for teaching the eight skills in the performance tracking system, information on how trauma impacts the brain, and ideas for creating a sense of community well-being in the classroom. The primary audience for the professional development and google classroom resources is elementary teachers, but everything would be adaptable for higher or lower grades. The goal of the project is to help teachers create a trauma responsive classroom, so that all students, even those who have not experienced trauma, will find school to be a place where they can experience their own individual successes.
At-risk Students, Classroom Management, Community Building
Jordal, Kate, "Preparing Trauma Informed Teachers and Utilizing Trauma Responsive Systems to Increase Educational Success For Elementary Age Students" (2022). School of Education and Leadership Student Capstone Projects. 820.
School of Education Student Capstone Projects