ERIC Number: EJ1100331
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 60
Trauma-Sensitive Schools: An Evidence-Based Approach
Plumb, Jacqui L.; Bush, Kelly A.; Kersevich, Sonia E.
School Social Work Journal, v40 n2 p37-60 Spr 2016
Adverse childhood experiences (ACEs) are a common and pervasive problem. There is a positive correlation between ACEs and difficulties across the lifespan. Unlike healthy forms of stress, ACEs have a detrimental impact on the developing brain. There are three types of trauma: acute, chronic, and complex. Most ACEs are considered complex trauma, the result of abuse by caregivers over time. The effects of complex trauma are not always visible and may manifest in several ways, including behavioral issues at school. Piecemeal community-based interventions and current educational policy do not adequately address the problem of ACEs and children are left to suffer the impacts of trauma. Adaptive capabilities of children who thrive despite having ACEs are important to integrate into any model of intervention. Trauma-sensitive schools understand the impact of trauma on the developing brain and provide support so that students can thrive in the classroom environment. The logic model provided in this article will serve as a guide to help school district administrators create the framework for a healthy school ecosystem that addresses the needs of the whole child.
Descriptors: Trauma, Correlation, Behavior Problems, Intervention, Educational Policy, Cognitive Development, Models, Guidelines, School Districts, Brain, School Health Services, Student Needs, Emotional Development, School Culture, Discipline Policy, Social Work, Counselor Role, Professional Continuing Education, Staff Development, Social Development
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Elementary Secondary Education
Authoring Institution: N/A