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Advocating for Policy Reform to Support Trauma-Informed Practices in US Schools: Attention to the Learning Needs of Children who have Experienced Trauma
PROCEEDING

, , The Chicago School of Professional Psychology, United States

EdMedia + Innovate Learning, in Online, The Netherlands ISBN 978-1-939797-50-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

An international issue impacting educational settings across the globe is the emotional well-being and physical safety of students. Tragically, there is a soaring rate of students entering K-12 classrooms who have experienced trauma, either in a personal or in a community-wide event. In order to foster a secure environment for learning, educators must provide specific attention to students’ well-being through curriculum- and school-based practices, as well as referring students to community-based professional services. Furthermore, the local community, including state and federal governments are vital in supporting these policy reforms. This presentation seeks to support trauma-informed practices in schools as well as the need for policy reform in support of these changes.

Citation

Statti, A. & Jaafar, I. (2020). Advocating for Policy Reform to Support Trauma-Informed Practices in US Schools: Attention to the Learning Needs of Children who have Experienced Trauma. In Proceedings of EdMedia + Innovate Learning (pp. 348-351). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved April 16, 2021 from .