Implementing Trauma-Informed Practices in Rural Schools. Brief

Autor/inn/en	Manian, Nanmathi; McColskey, Wendy; Benton, Kim; Lipshie, Noah
Institution	National Comprehensive Center (NCC); Westat, Inc.
Titel	Implementing Trauma-Informed Practices in Rural Schools. Brief
Quelle	(2021), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Trauma; Rural Schools; Child Development; School Districts; Educational Environment; Educational Planning; Scientific Research; Learning Processes; Barriers; School Safety; Self Control; Social Emotional Learning; Teaching Methods; Incidence; Child Abuse; Child Neglect; Family Relationship; Brain Hemisphere Functions; Natural Disasters; Community Characteristics; Violence; Behavior Problems; Learning Problems; Interpersonal Competence; Program Descriptions; Educational Practices; Kindergarten; Elementary Secondary Education; Preschool Children; Adolescents + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Kindesentwicklung; School district; Schulbezirk; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsplanung; Learning process; Lernprozess; Selbstbeherrschung; Teaching method; Lehrmethode; Unterrichtsmethode; Vorkommen; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Kindesvernachlässigung; Natural disaster; Naturkatastrophe; Gewalt; Lernproblem; Interpersonale Kompetenz; Bildungspraxis; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	School communities in both urban and rural settings need trauma-informed (TI) supports; however, the adversities experienced and access to student supports may be unique to rural school communities. In addition, the contextual challenges experienced by rural schools and communities, as well as the strengths that can be drawn from them, will require adaptations of the TI approaches. Therefore, this brief seeks to highlight the need for, and the importance of, implementing TI approaches in rural school communities, and shares recommendations for planning and implementation by schools and districts. The brief is intended for educators, leaders, and practitioners at the school, district, and state level who are in the initial stages of considering TI approaches and/or planning the implementation process. Section I provides an overview of the research on adverse childhood experiences (ACEs) and the effects of trauma on learning and development. Section II provides an overview of TI approaches and critical components. Section III highlights ACEs and trauma-related issues experienced in rural school communities, offers strategies to implement the key elements of TI approaches, and addresses some of the potential challenges. Section IV discusses the implementation of TI approaches in rural contexts. (ERIC).
Anmerkungen	Westat. 1600 Research Boulevard, Rockville, MD 20850. Tel: 301-251-1500; Web site: https://www.westat.com/; Web site: https://compcenternetwork.org/meet-centers
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01