-contributed by Steve Dahl, M.Ed
In recent years there has been a quiet movement of compassion-driven educators, social workers, administrators, counselors – and students themselves – who have sought out better methods of “doing school” that work for all learners. Perhaps you’ve heard of “trauma-informed” schools, or the “ACE Study”? Perhaps you’ve even heard about CE Credits Online’s course, Creating Compassionate Schools, which features the strategies used in Washington State and Massachusetts.

If not, chances are that you will as many other states work to improve learning conditions for all learners, including those impacted by childhood or adolescent trauma.

To learn more, read about what is working as described in the following article from New York Times contributor, David Bornstein.

 

 

Schools That Separate the Child

From the Trauma

By David Bornstein

November 13, 2013 11:45 amNovember 13, 2013 11:45 am145Comments

Fixes looks at solutions to social problems and why they work.

Recently, I reported on the damaging effects that prolonged stress can have on young children who lack adequate protection from adults. Over the past 15 years, researchers have learned that highly stressful — and potentially traumatic — childhood experiences are more prevalent than previously understood. Now scientists are shedding light on the mechanisms by which they change the brain and body. These insights have far-reaching implications for schools, where it’s still standard practice to punish children for misbehavior that they often do not know how to control. This is comparable to punishing a child for having a seizure; it adds to the suffering and makes matters worse.

What good are the best teachers or schools if the most vulnerable kids feel so unsafe that they are unavailable to learn?

Thankfully, some places are getting smarter. “The hot spots in education are Massachusetts and Washington State,” explains Jane Stevens, a health and science journalist who edits ACES Too High, an excellent website containing a wealth of information about “adverse childhood experiences” (ACEs) and the effects of stress and trauma on children. “Educators understand that the behavior of children who act out is not willful or defiant, but is in fact a normal response to toxic stress. And the way to help children is to create an environment in which they feel safe and can build resilience.”

This is not a small issue in education. A great many students come to school with emotional and behavioral difficulties that pose serious barriers to their learning. In a study (pdf) of 2,100 elementary students in 10 schools in Spokane, Wash., for example, researchers from Washington State University found that more than 20 percent had two or more ACEs (experiences that include having been homeless, witnessing domestic violence or having a parent who uses drugs or is incarcerated). Compared with children with no known stresses, these kids are two to four times more likely to have problems with attendance, behavior, academics and health. As the number of ACEs increase, the students fare considerably worse on all counts.

To read the rest of the article, go to:

http://opinionator.blogs.nytimes.com/2013/11/13/separating-the-child-from-the-trauma/?_r=0