Report Cover: Volume 2 of Helping Traumatized Children Learn

Via the New York Times Opinion Pages by David Bornstein

“What good are the best teachers or schools if the most vulnerable kids feel so unsafe that they are unavailable to learn?”

Six years ago at the Angelo Elementary School, the principal Ryan Powers and the assistant principal Elizabeth Barry connected with the Trauma and Learning Policy Initiative (T.L.P.I.), a collaboration of Massachusetts Advocates for Children and Harvard Law School, to learn how they could improve their interactions with students. They encouraged teachers to read T.L.P.I.’s book “Helping Traumatized Children Learn,” which has been downloaded 50,000 times. (The follow-up book, “Creating and Advocating for Trauma-Sensitive Schools,” is being released this week.)

“This is about changing the whole school environment,” explained Susan Cole, a former special education teacher who directs the Trauma and Learning Policy Initiative. “You can have a great trauma-sensitive classroom, but if the child goes into the hall or cafeteria and gets yelled at, he can get retriggered. It’s about creating a common context that keeps kids feeling safe.”

Please read the full article “Schools That Separate the Child From the Trauma” by David Bornstein on the New York Times Opinion Pages.