SEM-7400 v1

Trauma-Informed Educational Practices 
Selected Videos & Podcasts  

A Crash Course on Trauma-Informed Teaching
This week on the Truth for Teachers podcast, I’m giving you an overview and solid foundation for understanding trauma-informed teaching practices.

Northcentral University Libguides 

Library Search Guides

Trauma-Informed Educational Practices 

The Urban Youth Trauma Center: A Trauma-Informed Continuum for Addressing Community Violence Among Youth
Abdul-Adil, J., & Suárez, L. M. (2022). The urban youth trauma center: A trauma-informed continuum for addressing community violence among youth. Community Mental Health Journal, 58(2), 334–342. 
Violence has escalated as a national public health crisis among urban youth, especially ethnic minorities who suffer from disproportionate negative impacts. This article describes the trauma-informed continuum of prevention-to-intervention services provided by The Urban Youth Trauma Center (UYTC). The clinic-based protocols designed to reduce violence include raising public awareness, disseminating specialized trauma-informed training, and mobilizing service system coalitions. While this initiative is community-based, schools can benefit from the evidence-based structure for trauma-informed training as a means of violence prevention.

Optional Resources

Combining Social-Emotional Learning and Youth Voice: Improving Youth Treatment and Programming Engagement in Juvenile Facilities
Kearley, A., Kudesey, C. L., Jolivette, K., & Sanders, S. (2021). Combining social-emotional learning and youth voice: Improving youth treatment and programming engagement in juvenile facilities. Journal of Correctional Education, 72(1), 43.
Many youths within the juvenile justice facilities (JJF) have experienced trauma, social-emotional learning (SEL) issues, and difficulties in school. They come from some of our communities' most vulnerable and marginalized populations. This article presents programming within JFFs where students have a way to participate in a program to express their voice in positive and healthy ways that may lead to successful habitation and rehabilitation of youth.

Dismantling the School-to-Prison Pipeline: A Trauma-Informed, Critical Race Perspective on School Discipline
Dutil, S. (2020). Dismantling the school-to-prison pipeline: A trauma-informed, critical race perspective on school discipline. Children & Schools, 42(3), 171–178.
This article identifies school disciplinary practices that may retraumatize and criminalize youths and suggests replacing disciplinary practices with trauma-informed ones that prioritize social-emotional support to students. It examines disproportionately affected students of color, the detrimental effects of a punitive approach on traumatized students, and critical race theory (CRT). The CRT and trauma-informed practice are tools to dismantle the school-to-prison pipeline.