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Reducing Stress in Schools: Restoring Connection and Community

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Title: Reducing Stress in Schools: Restoring Connection and Community
Language: English
Authors: Mathew Portell, Ingrid L. Cockhren, Tyisha J. Noise, Julie Kurtz, Julie Nicholson
Source: Harvard Education Press. 2025.
Availability: Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://hepg.org/hep-home/home
Peer Reviewed: N
Page Count: 256
Publication Date: 2025
Intended Audience: Teachers; Administrators
Document Type: Book
Guides - Non-Classroom
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Elementary Secondary Education
Descriptors: Stress Variables, Mental Health, Stress Management, Kindergarten, Elementary Secondary Education, Evidence Based Practice, Behavior Problems, Trauma, Neurosciences, Race, History, Teacher Burnout, Teacher Attitudes, Teacher Student Relationship, Intervention, Classroom Techniques, Social Emotional Learning, Sensory Integration, Resilience (Psychology), Safety, Justice, Equal Education, Psychological Patterns, Metacognition, Discipline, Educational Strategies
ISBN: 978-1-68253-955-2
Abstract: In "Reducing Stress in Schools," Mathew Portell, Ingrid L. Cockhren, Tyisha J. Noise, Julie Kurtz, and Julie Nicholson provide a toolkit of actionable, evidence-based practices for PreK-12 teachers, administrators, and staff to support students' and adults' nervous system regulation. Rooted in the tenets of trauma-responsive education and current neuroscience, these strategies address stress-related behavioral challenges present in schools, including fight, flight, freeze, and fawn behaviors. Unique in its approach, this book raises awareness of the collective trauma caused by the pandemic, highlights the effects of racial and historical trauma, draws attention to educators' stress and burnout, and proposes strategies for stress reduction drawn from a diverse range of practitioner experience. The authors show that, in the post-COVID-19 era, as students and educators contend with unprecedented exposure to mental health stressors, research supports classroom management via relationship-building interventions. They demonstrate how alternatives to exclusionary discipline practices can promote social-emotional learning, counter learning loss, and improve student skills such as sensory literacy, resilience, and frustration tolerance. This work delivers clear guidance throughout chapters that feature real-world case studies, sample conversations, and questions for reflection and discussion. It also includes recommendations for countering resistance to the implementation of trauma-responsive practices for classroom management. Ultimately, it gives educators the tools to build schools that reduce stress and strengthen racial justice, equity, healing, and safety.
Abstractor: As Provided
Entry Date: 2025
Access URL: https://hep.gse.harvard.edu/9781682539552/reducing-stress-in-schools/
Accession Number: ED671503
Database: ERIC
FullText Text:
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  Data: Reducing Stress in Schools: Restoring Connection and Community
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  Data: <searchLink fieldCode="AR" term="%22Mathew+Portell%22">Mathew Portell</searchLink><br /><searchLink fieldCode="AR" term="%22Ingrid+L%2E+Cockhren%22">Ingrid L. Cockhren</searchLink><br /><searchLink fieldCode="AR" term="%22Tyisha+J%2E+Noise%22">Tyisha J. Noise</searchLink><br /><searchLink fieldCode="AR" term="%22Julie+Kurtz%22">Julie Kurtz</searchLink><br /><searchLink fieldCode="AR" term="%22Julie+Nicholson%22">Julie Nicholson</searchLink>
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  Data: Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://hepg.org/hep-home/home
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  Data: 256
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  Data: Teachers; Administrators
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  Label: Abstract
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  Data: In "Reducing Stress in Schools," Mathew Portell, Ingrid L. Cockhren, Tyisha J. Noise, Julie Kurtz, and Julie Nicholson provide a toolkit of actionable, evidence-based practices for PreK-12 teachers, administrators, and staff to support students' and adults' nervous system regulation. Rooted in the tenets of trauma-responsive education and current neuroscience, these strategies address stress-related behavioral challenges present in schools, including fight, flight, freeze, and fawn behaviors. Unique in its approach, this book raises awareness of the collective trauma caused by the pandemic, highlights the effects of racial and historical trauma, draws attention to educators' stress and burnout, and proposes strategies for stress reduction drawn from a diverse range of practitioner experience. The authors show that, in the post-COVID-19 era, as students and educators contend with unprecedented exposure to mental health stressors, research supports classroom management via relationship-building interventions. They demonstrate how alternatives to exclusionary discipline practices can promote social-emotional learning, counter learning loss, and improve student skills such as sensory literacy, resilience, and frustration tolerance. This work delivers clear guidance throughout chapters that feature real-world case studies, sample conversations, and questions for reflection and discussion. It also includes recommendations for countering resistance to the implementation of trauma-responsive practices for classroom management. Ultimately, it gives educators the tools to build schools that reduce stress and strengthen racial justice, equity, healing, and safety.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 256
    Subjects:
      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Stress Management
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Trauma
        Type: general
      – SubjectFull: Neurosciences
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: History
        Type: general
      – SubjectFull: Teacher Burnout
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: Sensory Integration
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Safety
        Type: general
      – SubjectFull: Justice
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Discipline
        Type: general
      – SubjectFull: Educational Strategies
        Type: general
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      – TitleFull: Reducing Stress in Schools: Restoring Connection and Community
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              Y: 2025
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