Practical TRAUMA-INFORMED Teaching Strategies to Increase Student Success
Presented by Linda Davidson
Specifically Designed for Educators Serving Grades PK-12: General Education Teachers, Special Education Staff, Counselors, Instructional Assistants, Program Specialists, Title I Staff, School Psychologists, and Administrators
- Highly effective, classroom-tested Trauma-Informed strategies to help you make a real difference with students affected by trauma
- Practical strategies for creating supportive Trauma-Sensitive classrooms where students can thrive and learn at their best
- Tools to strengthen attention, self-regulation, working memory, executive function, and other deficits commonly associated with childhood and adolescent trauma
- Ways to optimize Trauma-Sensitive strategies and tailor Trauma-Informed interventions to students’ specific needs for improved instructional, behavioral and academic outcomes
Practical Ideas and Strategies
More than ever we see students greatly impacted by trauma in our schools. What should we do differently for such students? How can we even know which students may have trauma in their life now or in the past? How can we best help both in-person and when teaching remotely? We will explore the answers to these and many more important questions. In this NEW, one-day, highly practical seminar, behavior and trauma expert, LINDA DAVIDSON will focus on effective Trauma-Informed tools, strategies, interventions and supports specifically designed for any educators who work with students affected by trauma.
Discover common types of trauma that occur in children and adolescents and learn to recognize the symptoms and behaviors associated with children or adolescents who have experienced trauma. The focus of this seminar will be on practical and proven Trauma-Informed approaches, strategies, and interventions educators can powerfully use in their daily work with students. All the approaches Linda shares are geared toward improving instructional, academic and behavioral outcomes of PK-12 students impacted by trauma. We will also explore key cautions for staff in avoiding “compassion fatigue”, as well as, how to engage in self-care. You will leave this seminar with a renewed commitment and an expanded toolkit of valuable Trauma-Informed strategies designed to make a difference with students impacted by trauma.
Ten Key Benefits of Attending
- Highly Effective, Classroom-Proven Trauma-Informed Strategies
More than ever we see students greatly impacted by trauma … Gain the essential tips, tools and strategies you need in order to make a marked difference in the lives of grades PK-12 affected by trauma
- Learn to Identify the Signs, Symptoms and Types of Trauma
Examine trauma symptoms and associated behaviors in order to recognize when and how best to provide appropriate interventions … Decrease stress and increase student engagement and learning
- Build Your Toolkit of Trauma-Sensitive Interventions and Approaches
Gain a plethora of Trauma-Informed tools, approaches and interventions to improve instructional, behavioral and academic outcomes of the students affected by trauma … Learn how to optimize strategies and tailor interventions to students’ specific needs
- Support Students Who Have Experienced Trauma Across Diverse Settings
Discover highly effective strategies that can be used across various settings at school and during distance learning, from small group to whole group, from inside to outside the classroom … Ways to set up supports beyond the classroom so students and staff can successfully access them
- Help Students Affected by Trauma Move from Learning-Blocked to Learning-Ready
Acquire the key and necessary components your Trauma-Affected students need in order to jump the hurdles that trauma presents … Learn practical ways to strengthen students’ attention, self-regulation skills, executive functioning, and working memory
- Gain Valuable Tools to Use with Your Most Challenging Students Affected by Trauma
Develop a plan that includes Trauma-Responsive supports for students who act out because of their trauma background … Learn Trauma-Responsive classroom strategies and ways to keep students actively engaged and focused to maintain their learning momentum
- Essential Self-Care Practices for Staff Working with Students Affected by Trauma
Gain a variety of important self-care practices to help staff avoid developing “compassion fatigue” … Learn ways to remain at our best and avoid burnout, so we can continue to help students affected by trauma
- Establish Consistent Structures and Responses to Support Student Success
Design your own response continuum to ensure the consistency that students from trauma need … Receive valuable tools for helping teams respond with greater consistency for successful implementation of these effective, evidence-based practices
- What Effective Trauma-Informed Classrooms Do Differently
Discover the Three Rs … relationship, responsibility, and regulation … Learn ways to support students and design interventions aimed at meeting the unique learning needs of students with trauma backgrounds
- Receive a Valuable Trauma-Informed Strategies Resource Handbook
You will receive a detailed resource handbook, specifically designed for this seminar and filled with practical, classroom-proven Trauma-Informed strategies, ideas and approaches for helping students from grades PK-12 who have experienced trauma
Outstanding Strategies You Can Use Immediately
- Highly effective, classroom-proven Trauma-Informed strategies to help you make a difference in the lives of your students who have experienced trauma
- Discover common types of trauma and adverse childhood experiences of children and adolescents
- Help students move beyond learning-blocked to learning-ready through key and necessary components for breaking down obstacles that trauma presents
- Ways to avoid creating secondary traumatic stress symptoms in grades PK-12 students
- Trauma-Responsive interventions for small group, whole group and classroom settings
- How staff can engage in vital self-care practices to reduce the effects of “compassion fatigue”
- How to address student needs and manage behaviors often associated with trauma
- Ways to equip students affected by trauma with important self-regulation strategies … Develop effective self-talk, self-monitoring, goal setting, and self-evaluation
- Ways to enhance working memory, attention and executive function in grades PK-12 students with a trauma background whether teaching in-person or virtually
- How to strengthen and build resilience needed for students from trauma to sustain their success in the future
- How disabilities may influence behaviors we see from children and adolescents with trauma backgrounds
A Message From Your Seminar Leader
Too many students today come to school with stories we don’t always get to see. Situations outside of school create stress and may cause our students to arrive at school not learning-ready. These are the children of trauma. This block can occur as a result of trauma experienced in their lives. We frequently struggle trying to identify the best ways to address behaviors and symptoms that occur in the classroom as a result of trauma. Now, more than ever, we need strategies for in-person and online teaching.
I’ve come to learn as educators we possess a great deal of knowledge about effective strategies, but we often do not know how best to match these to the specific needs of our students with backgrounds of adverse experiences and traumatic stress. In my extensive work as both a teacher and consultant, I have learned firsthand many effective strategies and approaches for supporting students in grades PK-12 who are Trauma-Affected. It is my goal to share with you the best of what I and other respected experts in the field have found to be effective.
I want to add practical, classroom-proven Trauma-Informed strategies to your existing repertoire of effective approaches and resources. I want to equip you with ideas to tweak and adjust the approaches, interventions and strategies you already use to strategically address the unique needs of students from trauma backgrounds.
We will explore a framework for matching strategies to student needs. We will look at Trauma-Informed methods to strengthen the impact of instruction. In my experience, strengthening students’ working memory, attention and executive functioning skills are critical elements for our students with a history of trauma.
Please join me for a learning-rich day on this incredibly important topic! I cannot wait to share my resources and knowledge with you!
Linda J. Davidson
P.S. Students who have experienced trauma need YOU, and they need you to respond with a variety of effective Trauma-Informed approaches. I hope you will take this opportunity to gain these essential tools.
Who Should Attend
Educators Serving Grades PK-12: General Education Teachers, Special Education Staff, Counselors, Instructional Assistants, Program Specialists, Title I Staff, School Psychologists, and Administrators
Special Benefits of Attending
Extensive Resource Handbook
Each participant will receive an extensive digital resource handbook giving you access to countless strategies. The handbook includes:
- An effective framework for matching student needs to interventions, strategies and supports
- Easy-to-implement, classroom-proven strategies and interventions to help students move from learning-blocked to learning-ready
- Samples, templates and materials to use with students and for team planning, collaboration and documentation
- Fact sheets, reference guides and strategy protocols for trauma and resilience – all ready to copy and share
Linda Davidson will be available to answer your specific questions and the unique needs of your own program.
Semester Credit Option
Up to four graduate level professional development credits are available with an additional fee and completion of follow-up practicum activities. Details for direct enrollment with University of Massachusetts Global, a nonprofit affiliate, will be available at this program.
Meet Inservice Requirements
At the end of the program, each attendee will receive a certificate of participation that may be used to verify hours of participation in meeting continuing education requirements.