Trauma-Informed & Healing-Centered Practices
New Jersey’s students represent culturally rich and diverse backgrounds, each coming to school with their own individual set of experiences. Sometimes, these experiences can be of an adverse or traumatic nature which can impact the student’s academic achievement and social/emotional development. Schools have the opportunity to establish supportive, positive learning environments and practices for all students that not only provide structure but are also safe, welcoming, and relationship-centered. Doing so can help mitigate the effects of any trauma or adversity a student may be facing and support positive growth.
Adverse Childhood Experiences, or ACEs, are potentially traumatic events that occur in childhood (before the age of 18) such as
- experiencing violence or abuse,
- a member in the household struggling with substance use or mental health issues,
- or even parental separation or the incarceration of a household member.
Prevention
Relationships and environments that provide Positive Childhood Experiences, or PCEs, are essential to the prevention of ACEs. Feeling connected, having a sense of belonging, and being in a safe, stable and supportive environment all promote the positive growth and development of children and youth as well as serving as protective factors to them.
There are many ways the adults in a child’s life can help increase protective factors and PCEs, thereby reducing potential negative health outcomes related to ACEs. The following resources provide additional information on ACEs as well as how to aid in their prevention:
- — a statewide initiative to build awareness about ACEs and the role adults can play in helping impacted children heal.
- NJDOE Social and Emotional Learning (SEL) webpage — With many components of SEL being crucial to building resiliency and protecting against ACEs, this page offers valuable resources for schools and districts.
- mndash; The Robert Wood Johnson Foundation offers information about ACEs through a visual infographic.
- — SAMHSA’s National Child Traumatic Stress Initiative (NCSTI) provides information and related resources.
- — this Centers for Disease Control and Prevention (CDC) webpage offers facts, data, and resources.
- Article: .
- Report: .
- ASCA — .
- — Search programs that have shown strong evidence of effectiveness.
- – includes a library of free resources for parents, caregivers, educators and professionals.
- National Center on Safe Supportive Learning Environments (NCSSLE) — .
- : A Guide for Parents, Caregivers, and Teachers.
- — Robert Wood Johnson Foundation.
- The National Child Traumatic Stress Network (NCTSN) — .
Mindfulness
- Please visit our Mindfulness webpage for helpful resources and activities.
Restorative Practices and Positive Discipline
- Article: Wathtel, T. (2016). . International Institute for Restorative Practices.
- (WestEd, 2016).
- – provides information on how fostering healthy relationships and promoting positive discipline in schools helps to foster safe learning environments.
- .
- (NCSSLE)
Includes information on school discipline practices and features related resources.
Multi-Tiered Systems of Support
- (NCTSN).
- — Includes a list of strategies and practices addressing mental health needs and is organized to align with tiered frameworks.
- New Jersey Tiered Systems of Support (NJTSS).
- — Helps to distinguish which trauma-informed approaches should be utilized when and at which tier.
Screening and Assessment
- — offers free or low-cost screening and assessment measures in relation to school mental health.
- — an evidence-informed self-assessment tool available through the SHAPE System.
- NCTSN offers a utilized in the field of child traumatic stress.
A student’s trauma may stem from the loss of a loved one, pet, relationship, or a routine or expectation that has changed or been taken away from them.
Grief is both a universal and a personal experience. Beliefs, religious practices, developmental age, and cultural customs are a few factors that affect the way we mourn.
The remains a top resource for schools to utilize when support is needed following a traumatic loss event. Examples of services that may be provided to schools include:
- Consultation and resources for schools regarding ways to support the mental health needs of those in the school community.
- Assistance for the school administration and/or crisis team in assessing the impact to the school community and identifying those who require services.
- Assistance with drafting notifications and communication to those in the school community.
- Pertinent resources for staff, parents, and students.
- Co-facilitation of the response with school personnel to provide Psychological First Aid (PFA) through a school’s virtual communication platform (e.g., Google Hangouts).
To access the above services, contact the for assistance (click on “Who to Contact” on left side bar). You may also find it helpful to contact the statewide office at 732-235-2810.
In addition to support from the TLC, the following resources may be helpful to support students through loss and traumatic events.
Resources for Educators
- The Dougy Center — .
- — Receive support and training to help students grow from loss and adversity.
- National Center for School Crisis Bereavement — .
- Article: Cohen, J. & Mannarino, A. (2011), , School Psychology International, 32(2), 117–131, DOI: 10.1177/0143034311400827.
Resources for Parents/Caregivers
- : After a Loved One Dies Parent Booklet.
- The Dougy Center — Offers resources for to support both themselves and their children experiencing grief.
- — Features articles, videos, activities for parents of young children.
- Pathfinders for Autism — .
- — Helping Teenagers Cope with Grief.
- — Provides free, year-round grief support for children and families.
