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Preparing Schools to Meet the Needs of Students Coping with Trauma and Toxic Stress. Brief No. 17

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Title: Preparing Schools to Meet the Needs of Students Coping with Trauma and Toxic Stress. Brief No. 17
Language: English
Authors: Keels, Micere, Dinizulu, Sonya, Parikh, Shipra, Jointer, Tynisha, EdResearch for Recovery Project, Results for America, Annenberg Institute for School Reform at Brown University
Source: EdResearch for Recovery Project. 2021.
Availability: EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery
Peer Reviewed: N
Page Count: 7
Publication Date: 2021
Sponsoring Agency: Bill and Melinda Gates Foundation
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, Student Needs, Trauma, Stress Variables, Coping, Social Development, Emotional Development, Behavior Development, At Risk Students, Minority Group Students, Racial Differences, Ethnicity, Low Income Students, Mental Health, School Health Services, Professional Development, Intervention, COVID-19, Pandemics, Natural Disasters, Parent Participation, School Personnel, Community Role, School Counselors, School Social Workers
Abstract: This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What policies, procedures, and practices coupled with professional development can prepare schools to meet the needs of students coping with trauma and toxic levels of stress? In order to answer this question, the brief breaks down the issue into four points: (1) Trauma disrupts the development of core cognitive, social, emotional, and behavioral competencies that are needed to succeed in school; (2) Trauma is broadly experienced across the U.S. student population, but disproportionately concentrated among members of racially and ethnically marginalized and lower-income communities; (3) The pandemic has placed increased pressure on schools to provide mental health support, especially for schools serving racially and ethnically marginalized students, and those living in lower-income communities; and (4) Many teachers and staff members report that they need more training in recognizing and responding to student trauma. Based on these points, the brief provides four strategies to consider and two strategies to avoid. [This brief was prepared in collaboration with the Trauma Responsive Educational Practices (TREP) Project.]
Abstractor: ERIC
Entry Date: 2021
Accession Number: ED613805
Database: ERIC
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  Data: EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery
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  Data: This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What policies, procedures, and practices coupled with professional development can prepare schools to meet the needs of students coping with trauma and toxic levels of stress? In order to answer this question, the brief breaks down the issue into four points: (1) Trauma disrupts the development of core cognitive, social, emotional, and behavioral competencies that are needed to succeed in school; (2) Trauma is broadly experienced across the U.S. student population, but disproportionately concentrated among members of racially and ethnically marginalized and lower-income communities; (3) The pandemic has placed increased pressure on schools to provide mental health support, especially for schools serving racially and ethnically marginalized students, and those living in lower-income communities; and (4) Many teachers and staff members report that they need more training in recognizing and responding to student trauma. Based on these points, the brief provides four strategies to consider and two strategies to avoid. [This brief was prepared in collaboration with the Trauma Responsive Educational Practices (TREP) Project.]
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      – Text: English
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      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Student Needs
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      – SubjectFull: Trauma
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      – SubjectFull: Stress Variables
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      – SubjectFull: Coping
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      – SubjectFull: Social Development
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      – SubjectFull: Emotional Development
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      – SubjectFull: At Risk Students
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Racial Differences
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      – SubjectFull: Ethnicity
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      – SubjectFull: Low Income Students
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      – SubjectFull: Mental Health
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