Abstract
An alarming number of children experience significant trauma or chronic stress throughout childhood, manifesting in cognitive, social, physical, and emotional impairment. These challenges are expressed in the P-12 academic setting through difficulties with behavioral and emotional self-regulation, academic functioning, and physical ailments and illness. Advances in trauma-informed care, as applied to the school environment, have inspired new hope for educators who observe first-hand the learning challenges facing traumatized children. This article defines the nature of the problem along with a guiding framework to assist educators and mental health professionals in transforming to a trauma-informed school culture.
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Author A, Brenda M. Morton declares that she has no conflict of interest.
Author B, Anna A. Berardi declares that she has no conflict of interest.
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Morton, B.M., Berardi, A.A. Trauma-Informed School Programing: Applications for Mental Health Professionals and Educator Partnerships. Journ Child Adol Trauma 11, 487–493 (2018). https://doi.org/10.1007/s40653-017-0160-1
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DOI: https://doi.org/10.1007/s40653-017-0160-1