Teaching, Learning, and Trauma, Grades 6-12: Responsive Practices for Holding Steady in Turbulent Times

Transform challenging classroom experiences into opportunities for lasting student-teacher relationships, professional growth, and student engagement  Chronic stress, anxiety, and trauma have startling effects on teachers and students. The pandemic and distance learning have exacerbated behavior issues and emotional dysregulation, making it difficult for students to engage, learn, and maintain healthy self-esteem.  In Teaching, Learning, and Trauma, the authors guide you through the process of creating a learning environment that combats the negative effects of chronic stress and trauma. They show you how to establish rituals and routines, develop personalization, and implement effective student engagement practices that create a relationship-based culture and effectively improve student achievement. This book includes: Self-assessment tools to help teachers make informed decisions Examples of self-care plans and schoolwide policies for maintaining healthy boundaries in and out of school Real-world vignettes and samples of teacher work Planning documents and reflection questions to guide educators in identifying strengths and growth areas Using a synergistic approach, this book unites compelling research data, theories, stories, and best practices from trauma-informed schools, relationship-based psychology, and effective instructional design to dissolve obstacles caused by chronic stress and trauma.

Table of Contents:
Foreword by Diane Sweeney Preface Acknowledgments About the Authors Introduction The Intersection of Teaching, Learning, and Mental Health The Integrated Approach: Using the Five Lenses Intended Audience and Outcome Organizational Features of This Book Why This Book, and Why Now? Essential Background Knowledge: ACEs The Impact of ACEs on Learning Chapter 1. In Their Natural Habitat: Understanding and Teaching Adolescent Learners With Chronic Stress and Trauma Understanding Adolescent Learners With Chronic Stress and Trauma: Why Is It Important? Student Experience Adult Experience Foundation for Effective Practice #1: Adolescent Development—My Brain Made Me Do It Foundation for Effective Practice #2: Identity Formation—Who Am I? Foundation for Effective Practice #3: Risk-Taking and Psychological Safety What Works in the Classroom: Adolescent-Centered Teaching and Learning Taking Understanding School-Wide Chapter 2. Self-Regulation Is the Key to Calm Self-Regulation: Why Is It Important? Student Experience Adult Experience Foundation for Effective Practice #1: Understanding the Body’s Reaction to Stress and Dysregulation Foundation for Effective Practice #2: Strategies for Regulating Foundation for Effective Practice #3: Don’t Take It Personally What Works in the Classroom: Cultivating Self-Regulation Taking Self-Regulation School-Wide Chapter 3. Self-Care: Check Yourself Before You Wreck Yourself Self-Care: Why Is It Important? Student Experience Adult Experience Foundation for Effective Practice #1: Avoiding Burnout Foundation for Effective Practice #2: Recognizing Vicarious Trauma Foundation for Effective Practice #3: Navigating Mixed Messages and Cultural Norms What Works in the Classroom: Translating Self-Care Into Teaching and Learning Practices Taking Self-Care School-Wide Chapter 4. Know Me to Teach Me Knowing Students Well: Why Is It Important? Student Experience Adult Experience Foundation for Effective Practice #1: Listen Foundation for Effective Practice #2: Provide Choices Foundation for Effective Practice #3: Trust Their Wisdom What Works in the Classroom: Knowing Students Well Taking Knowing Others School-Wide Chapter 5. Healthy Relationships in Complicated Times Healthy Relationships: Why Are They Important? Student Experience Adult Experience Foundation for Effective Practice #1: Defining Boundaries Foundation for Effective Practice #2: Creating Awareness Foundation for Effective Practice #3: Setting Limits Foundation for Effective Practice #4: Accepting Personal Responsibility What Works in the Classroom: Cultivating Healthy Relationships Taking Healthy Relationships School-Wide Chapter 6. Conflict Resolution: What to Do When Things Fall Apart Conflict Resolution: Why Is It Important? Student Experience Adult Experience Foundation for Effective Practice #1: Punishment Doesn’t Work Foundation for Effective Practice #2: Ownership, Accountability, and Empathy Matter Foundation for Effective Practice #3: Clear Communication Is the Ticket Foundation for Effective Practice #4: Assume Good Intentions Foundation for Effective Practice #5: Preparation Is Key What Works in the Classroom: Accommodating Conflict Taking Conflict Resolution School-Wide Chapter 7. Integrating It All Integrating Practices in Teaching, Learning, and Mental Health: Why Is It Important? Student Experience Adult Experience What Works in the Classroom: Teaching and Learning With Trauma in Mind Foundation for the Integrated Learning Model #1: Social Capital Foundation for the Integrated Learning Model #2: Self-Efficacy Foundation for the Integrated Learning Model #3: Locus of Control Taking the Integrated Model School-Wide References Index

About the Author :
Brooke O’Drobinak, MA, has been in secondary education for more than 25 years. Most recently, she has served in school administration for the past 13 years at a high-functioning, inner-city Denver high school. Her work is founded on the belief that students and relationships are at the heart of school communities. She also deeply values the critical roles that professional learning and leadership play in supporting all student learning. She currently provides consulting services for Diane Sweeney Consulting, Corwin, and the Public Education & Business Coalition. When she isn’t working with schools and districts, she enjoys being outdoors in Colorado with her husband and two sons. Beth Kelley, MA, LPC, is a psychotherapist who worked as a school-based therapist for nearly 20 years. Additionally, she has worked in community mental health, in private practice, and as a clinical supervisor. Currently, Beth is a leadership coach and an educational consultant for schools interested in developing a more holistic school model. Beth is deeply committed to supporting mental wellness in school communities and businesses. When she isn’t working, she is hanging out with people she loves, laughing, creating, and chillin’.

Review :
"After 30 years in education, I rarely come across books that provide NEW ideas and provoke strong debate among my colleagues. THIS is that book. It is filled with stories and linked knowledge—crucial information, really—that reflects the reality and truth of our relationships in schools. The stories are told with nuance and grace and demand attention, consideration, and conversation in order to increase the odds that schools can truly continue to develop better humans–students and their teachers alike–every day. The authors live this truth. I believe them and I aspire to work with a fraction of their intensity, knowledge, passion, and skill to serve young adults and grownup educators." "Oh boy, do I need this book! If you work with teens, you know they can be quirky. Add chronic stress and trauma to the mix and one can feel at a loss on how to keep the teaching and learning going. If this is a trend you are noticing, this book will not only explain why teens act the way they do, but also provide instructional strategies that honor and harness their behaviors—and your own—to keep engagement high. The authors help readers understand the science behind teen behaviors, provide useful strategies to re-engage students, and give you hope that you can continue to do the job you love of teaching teens! Teaching, Learning, and Trauma is a must-have for any educator working with adolescents—a just-right book for our complicated times."  "Successful schools are not transactional. Rather, they operate as healthy communities where teachers and students understand one another as people, and from that foundation build meaningful working relationships. In their new book, Teaching, Learning, and Trauma, O’Drobinak and Kelley offer teachers and administrators the practical tools necessary to build these types of school communities. Thoughtfully grounded in the realities of the classroom, the book explores real-world scenarios with which each of us is familiar and provides an account of how to transform those challenging classroom experiences into opportunities for lasting professional growth." "This book goes beyond giving tips on classroom management. The authors do a great job not just focusing on student stress, but also on teacher stress and how to mitigate it. They give the educator an opportunity to step into a student’s shoes while bringing in cultural awareness that extends across all races and social economic classes." "Teaching, Learning, and Trauma offers a compelling message of hope for educators across all disciplines. It moves from an idea to implementation and is easy to read for busy educators. It offers practical solutions for facilitating the process of handling chronic stress in schools and is the one tool that will enhance the culture and performance of one’s school." "Emotional trauma can influence all parts of the school experience for both students and adults. This book is a great resource and a reminder of the importance of building relationships." "This book is highly relevant to the changing landscape of teaching and learning. Teaching with trauma-informed practices is extremely important and necessary for today’s learners. The authors offer practical strategies to assist the teacher to create a safe environment for all student...and themselves." "Authors Brooke and Beth have a genuine warm approach to topics educators have wrestled with over the years. This book uses stories that one can relate to and that are relevant to all educators, especially at the secondary level where teens are experiencing trauma and schools are not equipped to handle it. " "This is an invaluable resource for teachers and administrators who are serving students who experience chronic stress and trauma. Each chapter provides real-world examples, resources, and strategies that can be implemented immediately in order to mitigate the impact of chronic stress for both teachers and students." "Teaching, Learning, and Trauma is well-written, with strong examples and clear expertise of the subject matter from the authors. This book aims to sincerely help educators." "Teaching, Learning, and Trauma is a book for educators who are in the trenches with students who have experienced chronic stress. While educators have always had to deal with a few students who have chronic stress, the number has risen dramatically. This book provides excellent guidance to educators around navigating trauma and stress in their classrooms." I recommend Teaching, Learning, and Trauma for professional development for schools or systems that have not provided training on this topic or in the area of equity.