Journal of Education & Social Policy

ISSN 2375-0782 (Print) 2375-0790 (Online) DOI: 10.30845/jesp

Redesigning Educator Preparation Programs to Integrate Trauma-Informed Teaching Practices
Dr. Tammie T. Patterson, Dr. Karen S. DiBella, Dr. Kimberly G. Williams, Dr. Kimberly Gray, Mr. Texas Culver

Effectively preparing teachers to meet the needs of the vast majority of students who are coming to school with adverse childhood experiences is of critical importance to 21st century learning. Trauma-informed practices are primarily about providing safe spaces and environments that foster and support children’s social-emotional development so they are able to reach their potential. To be able to recognize when someone is experiencing adversity or not feeling safe, educators need to use appropriate listening skills, understand how to make connections, and provide support for other perspectives; seeing as best they can through the child’s eyes. This paper will examine the need for educator preparation programs to provide trauma-informed practices that build social-emotional competencies and empower students who are affected by adversity to help them cope with the trauma.

Full Text: PDF