Issue link: http://educator.cta.org/i/1156982
t h a t s u c h p r a c t i c e s , i n c o n j u n c - tion w ith o th er appro a ch e s su ch a s r e s t o r a t i v e p r a c t i c e s a n d P o s i t i v e B e h av i o ra l In t e r v e n t i o n s a n d S u p - ports, are allowing them to make real conn ections with students and keep the focus on learning. Looking past the behavior According to a 2018 report by the Learn- ing Policy Institute, some 46 million children in the United States are annu- ally exposed to violence, crime, abuse, psychological trauma, homelessness or food insecurity. Such adverse childhood experiences are often connected to poor health and educational outcomes. Traumatic stress can affect a student's ability to learn, function in social environments, or manage emotions and behaviors. A trauma-informed educator such as Maldonado is more acutely aware of how trauma alters the lens through which its victims see their world and follows practices that help students suc- ceed. Research shows that the effects of trauma can be lessened when students learn in a positive school climate with long-t erm , stable relationships that support academic and social-emotional development. That in turn leads to an environment conducive to all students' well-being and growth. Increasingly, educators, schools and school districts are seeing the value — and results — of trauma-informed practices and trau- ma-sensitive sites. Anita Parameswaran, who has taught at both El Dorado and Daniel Webster elementary schools in San Francisco, has been an educator for seven years. She says that every year at least a quarter of her students have experienced trauma, from homelessness to witness- ing shootings of loved ones to facing deportation. "Students with trauma may retreat and not speak or "Behavior is a symptom of a larger problem, and creating a strong relationship with the student is essential to helping them be successful." —Christa Maldonado, Associated Chaffey Teachers M O R E A N D M O R E of our children and youth are coping with the impact of traumatic events in their lives — including chronic homelessness and ongoing abuse, the detention or incarceration of a family member, destructive natural disasters, and shootings and other violent acts in communities. Trauma severely affects their ability to learn and grow, and often results in disruptive behaviors. This the first in a series of stories on how educators are handling students with trauma. Many are turning to trauma- informed practices and establishing trauma-sensitive schools to reach these students and help them succeed. We'd love to hear your insights or relevant experience; email editor@cta.org with "trauma" in the subject line. SPECIAL REPORT Anita Parameswaran says that every year, at least a quarter of her elementary school students have experienced trauma. Scott Buschman 43 A U G U S T / S E P T E M B E R 2 019 Christa Maldonado