Each year, nearly one-third of schoolchildren in the United States suffer significant brain-function impairment—with academic and social consequences—as a result of abuse, neglect, domestic violence, poverty, or other personal challenges, writes researcher Bruce D. Perry.
District and school leaders are uniquely positioned to offer trauma-informed practices to their staff and students. Art therapy, yoga, and mindfulness training for students, as well as professional development and coping strategies for educators, are just some of the cortisol-reducing activities that have been shown to promote healing and improve school climate, student attendance, and student learning.
In this special Education Week Commentary package, past and current district superintendents, a principal, and two founders of trauma-informed programs reflect on proven strategies that are making a difference in the lives of children and adults.
Proven strategies for managing stress help both students and adults within a school community, writes former superintendent Terry B. Grier. Read Story
This special section is supported by a grant from The Wallace Foundation. Education Week retained sole editorial control over the content of this package; the opinions expressed are the authors' own, however.
Top illustration by Anthony Russo for Education Week. Bottom illustration by Melody Newcomb for Education Week.
n/a A version of this article appeared in the December 14, 2016 edition of Education Week as Student Trauma: How School Leaders Can Respond
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