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Trauma is a public health crisis. High rates of trauma exposure
among youth and the impact that experiences of trauma can have on
students' psychosocial and academic outcomes are well-established.
These traumatic events do not live outside of the scope of schools
and teaching. As children and teachers develop communities within
their classrooms and schools, trauma comes with those who have
experienced it, whether invited or not (Bien & Dutro, 2014).
This extended time that teachers spend with students inherently
provides opportunity to witness students' lived experiences
(Caringi et al., 2015; Motta, 2012). These experiences capture many
facets of students' lives, including traumatic events; however,
many teachers indicate that they feel unprepared to address
students who have experienced trauma in meaningful and sustainable
ways (Caringi et al, 2015). In response, many schools and districts
have adopted trauma-informed practices (Overstreet &
Chafouleas, 2016). This text addresses the gap in the literature in
embedding trauma-informed practices into pre-service teacher
education. This text provides examples of the various ways educator
preparation faculty are developing and implementing trauma-informed
practices across their programs, instituting broader curricular
shifts to incorporate trauma-informed practices, shifting
pedagogical practices to include trauma-informed practices and
collaborating across disciplines in order to ensure that teacher
candidates are thoughtfully prepared to address students' needs and
create classroom environments that are equitable, safe and
sustainable for students and teachers.
Trauma is a public health crisis. High rates of trauma exposure
among youth and the impact that experiences of trauma can have on
students' psychosocial and academic outcomes are well-established.
These traumatic events do not live outside of the scope of schools
and teaching. As children and teachers develop communities within
their classrooms and schools, trauma comes with those who have
experienced it, whether invited or not (Bien & Dutro, 2014).
This extended time that teachers spend with students inherently
provides opportunity to witness students' lived experiences
(Caringi et al., 2015; Motta, 2012). These experiences capture many
facets of students' lives, including traumatic events; however,
many teachers indicate that they feel unprepared to address
students who have experienced trauma in meaningful and sustainable
ways (Caringi et al, 2015). In response, many schools and districts
have adopted trauma-informed practices (Overstreet &
Chafouleas, 2016). This text addresses the gap in the literature in
embedding trauma-informed practices into pre-service teacher
education. This text provides examples of the various ways educator
preparation faculty are developing and implementing trauma-informed
practices across their programs, instituting broader curricular
shifts to incorporate trauma-informed practices, shifting
pedagogical practices to include trauma-informed practices and
collaborating across disciplines in order to ensure that teacher
candidates are thoughtfully prepared to address students' needs and
create classroom environments that are equitable, safe and
sustainable for students and teachers.
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