Developing Trauma-Responsive Approaches to Student Discipline
A Guide to Trauma-Informed Practice in PreK-12 Schools
- Available for pre-order. Item will ship after March 9, 2021
Building on comprehensive research conducted in US schools, this accessible volume offers an effective model of school leadership to develop and implement school-wide, trauma-responsive approaches to student discipline.
Recognizing that challenging student behaviours are often rooted in early experiences of trauma, the volume builds on a model from the Substance Abuse and Mental Health Services Administration (SAMHSA) to walk readers through the processes of realizing, recognizing, responding to, and resisting the impacts of trauma in school contexts. Research and interviews model an educational reform process and explain how a range of differentiated interventions including Positive Behaviour Interventions and Supports (PBIS), social-emotional learning (SEL), restorative justice, and family engagement can be used to boost student resilience and pro-social behaviour. Practical steps are supported by current theory, resources, and stories of implementation from superintendents, principals, and teachers.
This text will benefit school leaders, teachers, and counsellors with an interest in restorative student discipline, emotional and behavioural difficulties in young people, and PreK-12 education more broadly. Those interested in school psychology, trauma studies, and trauma counselling with children and adolescents will also benefit from the volume.
Table of Contents
List of Figures
About the Authors
Preface: A Synthesis of Solutions
Introduction: Examining the Purpose of Student Discipline
Part I: Understanding the Need for Trauma-Responsive Discipline Reform
Chapter 1: Identifying the Problems of Exclusionary Discipline
Chapter 2: Looking Through the Lenses of Trauma and Resilience
Chapter 3: Setting the Stage for Reform
Part II: Leading Trauma-Responsive Discipline Reform
Chapter 4: Realize: Developing a Schoolwide Awareness of Trauma
Chapter 5: Recognize: Acknowledging Trauma and Resilience
Chapter 6: Respond: Embracing Trauma-Responsive Practices
Chapter 7: Resist: Avoiding Retraumatization through Trauma-Informed Systems and Supports
Epilogue: Tending to a Crisis in Education
Appendix A: Realizing Trauma-Awareness
Appendix B: ACE Questionnaire
Appendix C: Devereux Adult Resilience Survey (DARS)
Appendix D: Strategic Vision Builder
Appendix E: Restorative Justice Mindset Survey
Kirk Eggleston is Principal of Gayton Elementary School, Virginia, USA.
Erinn J. Green is Assistant Principal at Prince Edward County Elementary School, Virginia, USA.
Shawn Abel is Principal at Midlothian High School, Virginia, USA.
Stephanie Poe is Principal of Hopewell High School, Virginia, USA.
Charol Shakeshaft is Professor of Educational Leadership at Virginia Commonwealth University, USA.