trauma-informed schools: what educators need to know · to address high-risks. ... trauma-sensitive...

Trauma-Informed Schools: What Educators Need To Know

TASN Autism and Tertiary Behavior Supports is funded through Part B funds administered by the Kansas State Department of Education's Early Childhood, Special Education and Title Services. TASN Autism and Tertiary Behavior Supports does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.

Cherie Blanchat, LSCSW Systems Coordinator, TASN ATBS School Mental Health Initiative

Washburn University – June 20, 2017

Learning Objectives

§  Describe the impact of ACEs, trauma and toxic stress on child/adolescent development and student performance.

§  List the components of a trauma-informed school.

§  Identify resources to guide the implementation of trauma-sensitive practices.

What is Mental Health?

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§  Dimension of overall health.

§  Continuum from high level wellness to severe illness.

Mental Illness: Condition that affects a person’s ability to relate to

others and function each day.

Kansas Children (2-17): Mental Health

§  National KIDS COUNT. (2011-2012). Children Who Have One or More Emotional, Behavioral, Or Developmental Conditions. Retrieved from http://datacenter.kidscount.org/data/tables/6031-children-who-have-one-or-more-emotional-behavioral-or-developmental-conditions?loc=18&loct=2#detailed/2/18/false/1021,18/any/12694,12695

§  Substance Abuse and Mental Health Services Administration. Behavioral Health Barometer: Kansas, 2015. HHS Publication No. SMA-16-Baro-2015-KS. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2015.

Kansas children with a parent-reported diagnosis of: §  Autism §  Developmental delays §  Depression or anxiety §  ADD/ADHD §  Behavioral/conduct problems

Kansas adolescents diagnosed with a major depressive episode who did not receive treatment.

16%

60.4%

Societal and Community Indicators

Kansas children living in families “with incomes below the federal poverty level”. (Family of two adults and two children have annual income less than $24,036)

§  National KIDS COUNT. (2015). Children in poverty (100 percent poverty). Retrieved from http://datacenter.kidscount.org/data/tables/43-children-in-poverty-100-percent-poverty?loc=18&loct=2#detailed/2/18/false/573,869,36,868,867/any/321,322

§  National KIDS COUNT. (2013). Youth residing in juvenile detention, correctional and/or residential facilities. Retrieved from http://datacenter.kidscount.org/data/tables/42-youth-residing-in-juvenile-detention-correctional-and-or-residential-facilities?loc=18&loct=2#detailed/2/18/false/36,867,133,18,17/any/319,17599

In 2013, 885 youth were residing in Kansas Juvenile Detention, Correctional and/or Residential Facilities.

17%


Kansas children who are foreign-born or reside with at least one foreign-born parent.

Barriers frequently encountered by recently-immigrated families and youth can impede their

ability to thrive!

National KIDS COUNT. (2015). Children in immigrant families. Retrieved from http://datacenter.kidscount.org/data/tables/115-children-in-immigrant-families?loc=18&loct=2#detailed/2/18/false/573,869,36,868,867/any/445,446

16%


Kansas youth considered at risk based on questions about community laws and norms police intervention for underage drug and alcohol use.

31.37%

Kansas youth considered at risk based on questions regarding community disorganization such as the presence of crime, drugs, fighting, and feelings of safety.

Kansas Communities that Care. 2017. Risk Factors: Community Domain. Retrieved from http://www.kctcdata.org/StateRiskFactor.aspx?DomainId=1&ScaleId=4

31.16%


§  Kansas Department for Aging and Disability Services. (2015, April). Kansas behavioral health profile. Retrieved from http://www.kdads.ks.gov/docs/default-source/CSP/bhs-documents/provider_reports/kansas-behavioral-health-profile-2015.pdf?sfvrsn=0

§  Kansas Communities that Care. 2017. Risk Factors: School Domain. Retrieved from http://kctcdata.org/StateRiskFactor.aspx?DomainID=7&ScaleID=4

2.5% Kansas children placed out of the home because of truancy.

35.78% Kansas youth at risk for academic failure based on questions about their grades.

44.15%

Kansas students at risk for low commitment to school based on questions regarding course interest, perceived effort, and days missed.

Trauma

Nadine Burke Harris: How Childhood Trauma Affects Health Across a Lifetime

Adverse Childhood Experiences

20.9%=3+

33.9%=1-2

45.2%=0

Adverse Childhood Experiences of Kansans (18+)

2014-2015 Kansas Behavioral Risk Factor Surveillance System http://www.kdheks.gov/brfss/PDF/KSACE_2014_2015_Report.pdf

54.8%

Adverse Childhood Experiences In Kansas (Ages 18+)

2014-2015 Kansas Behavioral Risk Factor Surveillance System http://www.kdheks.gov/brfss/PDF/KSACE_2014_2015_Report.pdf

Trauma and Brain Development

Cognition

Social/ Emotional

Regulation

Survival

Cognition

Social/ Emotional

Regulation

Survival

TypicalDevelopmentDevelopmentalTrauma

WI Department of Public Instruction Trauma-Sensitive Schools Resources http://www.dpi.wi.gov/sspw/mental-health/trauma Adapted from Holt & Jordan, Ohio Dept. of Education

ACEs and School Performance

ACEs 2.5 x more

likely to fail a grade

Language difficulties

More often suspended or expelled Designated

to special education

more frequently

Lower standardized achievement test scores

Compassionate Schools: Heart of Teaching and Learning http://www.k12.wa.us/compassionateschools/pubdocs/TheHeartofLearningandTeaching.pdf

Kansas MTSS Framework

Goal: Intensive supports. Reverse deficits. Individualized to address high-risks. Goal: Increased supports.

Remediation. Small groups to address risks

Goal: Stellar instruction. Proactive. School-wide systems for all students, staff, & settings

Tier 1

Tier 2

Tier 3

Academic Behavioral Social

PBIS Validated Curricula

Reading Math

“CORE” Curricula & Practices:

PBIS & SEL •  Teach skills • Behavior, social, &

emotional

TRAUMA • Healing • Mental & physical

health

Positive Behavioral Interventions and Supports (PBIS), Social Emotional Learning

(SEL), and Trauma

A Continuum of Supports Integrated Throughout the School Community

Individualized assessments & plans that address trauma

& mental health factors.

Targeted services for some students exposed to trauma &

at-risk for further impact; Group-level skills & resilience-

building.

Universal strategies that are informed by an understanding

of trauma and designed to build resilience, mitigate

impact, support healing & minimize trauma in school.

Culturally Diverse Competencies

Perc

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20.9%

33.9%

45.2%

PBIS & SEL are fundamental to developing trauma-sensitive schools. Trauma-sensitive practices must

be incorporated because of:

•  Impact on brain development/functioning •  Extent to which it permeates entire communities

Learning Objectives




Why We Need Trauma-Sensitive Schools: Video

https://youtu.be/GGE3LBVYOeE

Why We Need Trauma-Sensitive Schools: Share Out

George Donovan, Assistant Principal of the Baker School, talks about establishing a “culture of awareness” of the many factors that students bring into school that impact learning, self-regulation and relationships with peers and other adults in the school. •  How is this a trauma-sensitive practice?

https://traumasensitiveschools.org/wp-content/uploads/2017/04/TLPI_Video_Discussion_Guide_04-2017-Ver3-color.pdf

End


Diane Chase, 4th Grade Teacher, says that “trauma sensitivity has to be at the forefront of any instruction throughout your day.” §  How do trauma-sensi t ive /safe and

supportive practices help accomplish the goal of academic success?


End


June Saba-McGuire, Director of Learning and Teaching, Pre-K-5 says “helping adults understand that they have the most powerful influence on student behavior” is a result of this work. §  How might this understanding lead to a shift

in the way educators think about student behavior?


End


In the video, one administrator comments that “you don’t always know and you don’t need to know” what a student’s history involves and suggests employing best practices for all students. §  Why this is important in a trauma-sensitive

school?


End

Components of a Trauma-Sensitive School

§  A shared understanding among all staff. §  The school supports all children to feel safe

physical ly, social ly, emotional ly, and academically.

§  The school addresses students needs in holistic ways, taking into account their relationships, self-regulation, academic competence, and physical and emotional well-being.


Components of a Trauma-Sensitive School

§  The school explicitly connects students to the school community and provides multiple opportunities to practice newly developing skills.

§  The school embraces teamwork and staff share responsibility for all students.

§  Leadership and staff anticipate and adapt to the ever-changing needs of students.


Learning Objectives




Resources to Support Implementation

§  The Heart of Teaching and Learning §  Helping Traumatized Children Learn

(Volumes 1 & 2)

School Mental Health Initiative

http://www.ksdetasn.org/

smhi

Where to Find Additional Resources

School Mental Health Initiative Facebook

Page

https://www.facebook.com/

TASNSMHI

Social Media and Web Icons selected and designed by Freepik.com

Thank You!

ü Describe the impact of ACEs, trauma and toxic stress on child/adolescent development and student performance.

ü List the components of a trauma-informed school.

ü Identify resources to guide the implementation of trauma-sensitive practices.

trauma-informed schools: what educators need to know · to address high-risks. ... trauma-sensitive...

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