When we reframe our thinking about why some students are disruptive, withdrawn, or bully others by thinking of behaviors as a form of communication, the child is no longer a bad kid or from a bad family. Informed, we understand the behavior is caused by things beyond the child’s control. When we learn there are strategies that will help teach new forms of behavior communication and understand that it may take years for a student to learn and apply a new behavior language, we can prepare. We can change the trajectory of a child’s life in a positive direction.

Participants of this workshop series will come away with a clear plan of next steps to implement and sustain trauma-informed practices within their school, classroom, and community. This series will help participants:

• Learn and understand the impact of ACEs and trauma through a multi-tiered system of support
• Set goals and create action plans that leverage resources to specifically address key growth areas
• Develop practices that foster educators’ resilience so as to best meet the needs of students
• Restorative practices that build community, improve behavior, and reduce the use of exclusionary discipline
• Understand ACEs and trauma through an equity lens and realizing the importance of culturally responsive teaching and behavior management.

Building Resilience in Students Impacted by ACEs 

Length: 2-day or 4-day workshop

Participants: All K-12 school professionals, school leadership teams, and representatives from local social service agencies and community organizations that support youth

Learning Intentions:

Participants will:

• Deepen their understanding of the impact of ACEs and trauma on students’ learning and behavior
• Expand their capacity to foster resilience and success for their students and themselves. Participants will also be introduced to strategies for cultivating self-awareness, growth mindset, resiliency, and self-care
• Develop multi-tiered strategies to support the behavioral, social-emotional, and academic success of all students, especially those impacted by ACEs and trauma
• Develop action plans to implement a multi-tiered trauma-informed framework in their schools. They will identify needs, strengths, and growth areas that are specific to their school

Success Criteria:

To maximize PD results, participants need to be able to:

• Recognize, plan for, and respond to the impact of ACEs and trauma in their classrooms and schools.
• Practice self-care and engage in building-wide efforts to support educator resilience and well-being.
• Respond to the underlying needs of student behavior by fostering a sense of safety, belonging, and feeling valued.
• Utilize restorative practices to build community, restore relationships, and repair harm.
• Partner with community organizations and families to improve service provision to all students, especially those impacted by ACEs and trauma.
• Teach, model, and reinforce a trauma-sensitive social-emotional learning (SEL) curriculum throughout their school.
• Work continuously in school-based teams to develop, implement, monitor, and improve multi-tiered trauma-informed supports and interventions.