The A-Z of Trauma-Informed Teaching: Strategies and Solutions to Help with Behaviour and Support for Children Aged 3-11

"This is a remarkable achievement. Like Batman's Utility belt for teachers. So many practical, wise, inspiring, and achievable ideas are packed in here. I can imagine this becoming as indispensable for teachers as Gray's Anatomy is for doctors..." - Stephen Fry "If you want a book to assist with your work with traumatised children, choose this one. It is the best!" - Professor Peter Fonagy OBE, Chief Executive, Anna Freud National Centre for Children & Families "Humane and grounded in science, this book could change lives." - Sir Norman Lamb, Chair of Maudsley NHS and Children and Young People's Mental Health Coalition What does trauma-informed teaching really look like in the classroom, and can we really achieve it? Maybe you, like many other teachers, will reach the end of a busy day feeling exhausted, deskilled and less than keen to dive into a book on the theory of trauma. Luckily you won't find any complex theory or jargon in this book, but you will gain an understanding of how small humans develop, how perplexing behaviours can be explained and learn inclusive strategies that will help all children in your classroom and school. Part 1 provides you with an explanation of what trauma-informed teaching involves. Then, Part 2 lists an A-Z of issues and behaviours for you to flip to in your busiest moments, ranging from Aggression and Lateness right through to Learning Challenges and Zzz (sleep issues). Gain new understanding into the children in your classroom with this book offering you strategies to better support every child's mental health and resilience.

About the Author :
Sarah Naish is CEO and founder of the Centre for Excellence in Child Trauma. This talented author team combines extensive experience in both teaching and supporting children with developmental trauma and attachment difficulties, Anne Oakley is the Strategic Lead for Attachment and Trauma at The Wensum Trust but also supports Norfolk schools, Hannah O'Brien is founder of and CEO of Wickselm House Alternative Learning Centre, Sair Penna works within the Centre of Excellence in Child Trauma supporting the delivery of education, training, resources, peer support and therapeutic support to families who care for neurodivergent children and children who have experienced trauma and Daniel Thrower is CEO of The Wensum Trust.

Review :
This is a remarkable achievement. Like Batman's Utility belt for teachers. So many practical, wise, inspiring, and achievable ideas are packed in here. I can imagine this becoming as indispensable for teachers as Gray's Anatomy is for doctors... If you want a book to assist with your work with traumatised children, choose this one. It is the best! This is the most comprehensive, accurate, and practically valuable guide for managing children made vulnerable by adversity which all teachers should have. The authors provide a beautifully written, well laid out, accessible and accurate understanding of a highly complicated area and go on to identify all (yes all) the problems that can arise in an educational context with a child who experienced adversity and trauma and offer explanations and practical solutions to support their management. The book is a remarkable and invaluable resource for all those working with children, from senior clinician to professional support staff. A must read for all teachers! The A-Z will empower and equip teachers to understand trauma and create the best possible environment for children to feel safe enough to learn. At last, the ultimate, practical guide to understanding children and their behaviour. Humane and grounded in science, this book could change lives. Instead of punishing 'naughty' or 'badly behaved' children, teachers and others will get the tools to do their job, recognising the impact of trauma and other adversity, and enabling children to learn and to grow. Every person working in a School needs to read this book! By demystifying complex behaviour, this book gives readers the confidence to question 'School-shaped' approaches and the tools to build relationships based on trust, which is the key to meeting the needs of children affected by trauma. The authors' hands on experience of developmental trauma means the book is written with a lot of heart and the advice therein has real integrity. It is also written with an understanding for the lot of teachers trying their best to accommodate ever more complex needs in their classrooms. The result is a refreshingly succinct, accessible, informative read - one that parents and teachers alike should find immensely useful.