Trauma in Schools #34: Reducing Trauma’s Impact Through the Three Rs

Our guest Diane Wagenhals is a Program Director for Lakeside Educational Network. Her current responsibilities include overseeing programming and authoring curriculum for the Lakeside Global Institute. Lakeside manages therapeutic schools and services that identify and address student behaviors but also the real reasons students struggle and fail. Lakeside also trains professionals across the country and around the world in a brain-based, trauma-informed approach. Diane has authored over 35 courses and workshops and was a fellow with the Child Trauma Academy from 2010 - 2021. She serves as Secretary for the board of the Campaign for Trauma-Informed Policy & Practice. The Takeaway Teachers have the opportunity to impact students in ways that can change the trajectory of their life. To do this, teachers have to be prepared to embrace students emotionally by knowing how to regulate their own emotional stability. Showing respect and a having willingness to care for them has profound impacts on students.  As you listen What is trans-generational trauma? How can teachers implement effective communication strategies? What occurs in the brain when someone is dysregulated due to trauma? What should administrators focus on to transform their school? Why is it necessary for teachers to learn how to regulate themselves? Connect with Diane Website

The Takeaway “SEL has five major components: self-awareness, self management, social management – the skills we use to manage relationships — and responsible decision making. There used to be this notion that you had your cognition — your rational side, your frontal brain — and you had your emotional side — you're limbic system — and they just fought for each other for dominance over decisions. But we now know that's not the case. Your emotions are deeply entwined with what you're paying attention to, how you're encoding information and memories. And your cognition is deeply entwined with how you're processing your emotions. And so this idea of the integration of social and emotional, and academic development is not just a catchphrase, it's really reflective of how we grow as human beings, incorporating and taking in cognition, emotion, as well as trying to solve problems.” — David Adams Our guest David Adams is the CEO of The Urban Assembly. He started with the UA in 2014 as the Director of Social-Emotional Learning. In 2021, David received the Champion of Equity Award from the American Consortium for Equity in Education. David sits on the board of CASEL and is an author of The Educator’s Practical Guide to Emotional Intelligence, and a co-author of the textbook, Challenges to Integrating Diversity, Equity, and Inclusion Programs in Organizations. He is a Civil Affairs Officer in the Army Reserve and holds an M.Ed in Educational Psychology from Fordham University. As you listen Given COVID and the trauma that many students carry, how can we best help to heal them? What is social-emotional learning (SEL) and how is it used to support students? What makes human interactions so critical, and why are students having difficulty establishing relationships after COVID-19? How are academics and emotion intertwined to benefit students? How do SEL skills help the school community? Referenced CASEL - Collaborative for Academic and Social Emotional Learning Zone of Proximal Development Bronfenbrenner's Ecological Systems Theory Connect with David Twitter   Facebook  LinkedIn

The Takeaway The Michigan Elementary Middle School Principals Association (MEMSPA) facilitates conversations among school communities to bring together the vision and voices of many districts. Such communication establishes a plan for a better future while working in the present. Constant discussion helps leaders learn new methods, update their vision, and address the current implications of trauma-informed learning. Our guests Paul Liabenow joined the MEMSPA staff as Executive Director in 2012. He has dedicated his 38 years in education to Michigan’s youth. With degrees from Michigan State University and Central Michigan University, Paul joined Cadillac Area Public Schools where he worked his way through the ranks of teacher, building leader, principal and district superintendent. Today, Paul is working to build a community of educators dedicated to advocating, leading, and learning. He is also currently serving as Treasurer of Michigan Association of After School Partnerships, President of The Center for Education Improvement, President of Core Communications, President of The MEMSPA Foundation, and Board Member of the Michigan Assessment Consortium. Paul is co-author of Visioning Onward providing guidance for school leaders on the visioning process. Michael Domagalski is the current president of the Michigan Elementary and Middle School Principals association. He is known for founding #MEMSPAchat, which is MEMSPA's weekly twitter chat, occurring each Thursday at 8pm. Mike has served on the MEMSPA Board of Directors since 2015. He is the current principal of St. Clair Middle School within the East China School District in St Clair, Michigan. He serves as the leader of the 5th-8th grade building of 700 students. Along with his administrative responsibilities, Mike serves as president of the East China Education Foundation.   Referenced The Positivity Project TIPPS (Trauma-informed Programs and Practices for Schools from the University of Michigan) Trails (supporting student wellness in Michigan) Connect with Paul LinkedIn memspa.org coreleaders.net Connect with Mike LinkedIn email  

Summary Our discussion explored visioning and building schools through a more holistic, compassionate approach to working with students. The Rainbow Community School in Ashville, NC, was used as a case study. Drs. Renee Owen and Christine Mason led us into trauma-informed visioning, weaving understanding and support into the fabric of schools. We learned to craft visions prioritizing relationships, well-being, and spiritual connections, fostering student growth beyond traditional academic metrics. Our guests Dr. Christine Mason Executive Director, Center for Educational Improvement; Assistant Clinical Professor, Department of Psychiatry Yale University School of Medicine, Program for Recovery and Community Health; Chief Advisor, Childhood-Trauma Learning Collaborative; New England Mental Health Technology Transfer Center. Dr. Mason is also the co-author of a number of books, notably Visioning Onward and Compassionate School Practices. Dr. Renee Owen is a researcher, author, consultant and teacher in the fields of adult learning and educational leadership. Dr. Owen is Assistant Professor and Coordinator of Education Leadership at Southern Oregon University. She is also Editor of the Holistic Educational Review, an Open Access Journal. Renee was a school leader for over 20 years at unique public and private schools. As Director at Rainbow Community School in Asheville, NC, Renee was honored as an Ashoka Change Leader for her work in making holistic education more accessible.  Dr. Owen’s life-long work is for education to be a vehicle for helping people to thrive. As you listen What is visioning, and how does a vision help with creating a trauma-informed, safe school? What is the main core value needed to focus on a compassionate school model? What was the vision for Rainbow Community School and how was it implemented in the community? Why is a constant discussion with school leaders and students necessary for following the visioning plan? What are some examples of trauma held by students? How do group spaces help address these situations? How does taking risks while feeling safe help with resilience?

Guest Dr. Debra Gustafson is the Associate Superintendent for the Geary County Unified School District 475 in Juncture City, Kansas. Deb’s primary responsibilities focus on providing leadership and expertise in developing, achieving, and maintaining the district’s educational programs and related services to increase student achievement. SummaryOur conversation focused on the challenges and opportunities of education leadership, particularly in the context of a military community and a high-poverty school district. We discussed the importance of supporting teachers' well-being, especially during the COVID-19 pandemic, and highlighted strategies for addressing teacher stress and burnout. We also explored the role of school culture and teacher support in creating a positive and effective learning environment. Additionally, we delved into the flywheel concept for school improvement and discussed education leadership challenges such as teacher shortages and career guidance. Key Takeaways Build and maintain a consistent strategic plan that eliminates adding flavor-of-the-month responsibilities to the faculty’s already considerable workload. this focus provides stability and avoids faculty burnout. Understand that student behavior is a way of communicating. To counter ineffective behaviors, the district promotes training around social and emotional learning, making it as important as traditional academics in supporting student wellbeing.  Healing happens in the context of healthy relationships over time. Support staff across the district - nurture the nurturers - to help them best serve their students. Promote healthy school cultures by supporting everyone in the district. Adopt a flywheel mentality. Build momentum by focusing on achieving a few things that get the achievement ball moving. We can't do everything at once, but we can build toward better.  Referenced Interview with Susan Engel Books by Susan Engel The Intellectual Lives of Children The Hungry Mind Book by Todd Whitaker What Great Principals Do Differently

Guest Gary R. Howard, Ph.D., has been supporting individuals and organizations in the deeper work of personal, professional, and systemic transformation for the purpose of achieving social justice and equity in our schools and our nation. Howard is the president and founder of the REACH Center for Multicultural Education in Seattle, Washington. He is the author of  We Can’t Teach What We Don’t Know 3rd Edition and We Can’t Lead Where We Won’t Go: An Educators’ Guide to Equity. Summary In this conversation, Gary Howard invites listeners to engage in reflective thinking about our racializing experiences. He begins by sharing his story of growing up as a White male in cultural isolation to becoming more culturally responsive during his collegiate years in New Haven, Connecticut. Howard emphasizes the importance of a multiethnic, multireligious, multigender teaching corps to understand that the work of personal transformation goes beyond just being culturally aware, beyond multicultural content, and conversations about differences. It is about the deeper work of acknowledging how our racializing experiences may impact our practice and how we relate to ‘others’ in ways we are not consciously aware of.  

Guest Dr. Kelvin Butts is the Superintendent of Benton Harbor, MI, area schools and a lifelong educator, having served as a teacher, assistant principal, and principal. Summary Our discussion touched upon trauma and mental health issues in the Benton Harbor Area Schools, emphasizing the need for mental health initiatives for both teachers and students. The importance of leadership philosophy and growing leaders within the district was highlighted, focusing on equity and addressing barriers through strategic planning and partnerships. The conversation also delved into education, neuroscience, and self-improvement through self-reflection and student feedback, ultimately emphasizing the significance of psychological safety, community engagement, and building alliances in education.   Key Topics School leadership, trauma, and community support in Benton Harbor. (2:27) Leadership, transparency, and building relationships in a school district. (9:26) Mental health and wellness support for students and teachers in Benton Harbor. (14:25) Addressing barriers to education and mental health support. (20:54) Education, neuroscience, and teacher training. (27:39) Self-reflection and improving teaching methods. (31:17) Education, vulnerability, and agency in the classroom. (38:07) Building alliances and addressing trauma in schools. (44:07) Transformational leadership in education. (49:53) Education reform with a focus on student involvement. (52:02) Connect with Dr. Butts School website: https://www.bhas.org/

Guest Anitra Gallegos is the Principal of the Panorama Middle School in Colorado Springs, Colorado. Summary As a passionate and dedicated principal, Anitra is committed to addressing trauma and creating a culturally responsive and trauma-informed environment in her school. She believes that all students can learn and succeed, and she is always looking for ways to improve their education. She is a strong advocate for her students, and she is committed to addressing trauma and promoting wellness in her school community. She is also a strong advocate for her faculty, and she believes they should be remembered for making a difference in education rather than just teaching content. Listen for how Anitra puts her three “I’s” to work • Integrity • Instruction • Inspiration Connect with Anitra Email: [email protected] School website: https://www.hsd2.org/pms

Our Guest A lifelong educator, Michelle Trujillo M.Ed is a Co-Founder of the Center for Learning and Well-Being and is known to make a tangible, sustainable, and positive difference through her books, speaking engagements, and interactive workshops. Named Nevada’s 2016 Innovative Educator of the Year, Michelle has appeared on television (including Oprah), podcasts, and radio nationwide. Michelle partners with school districts, professional educational associations, educational service agencies, and conference organizers to provide relevant answers to future-facing challenges. Michelle’s books include Social Emotional Well-Being for Educators (Corwin, 2022), Thriving through Adversity: Powerful Strategies for Educators to Ignite Hope, Inspire Students and Transform Schools (Center for Learning and Well-Being, 2022), and Start with the Heart: Igniting Hope in Schools Through Social and Emotional Learning (Corwin, 2019). Summary In a conversation about the challenges and well-being of educators, Michelle, a former teacher and principal, emphasized the importance of educational leaders understanding and supporting the well-being of their teachers to meet the academic and emotional needs of students effectively. She also introduced a framework for well-being that focused on six components: being reflective, intentional, empathetic, connected, accountable, and equitable. Key points Mental Health and Wellness for educators. (5:06) The importance of social-emotional well-being for educators. (9:38) Michelle’s six-part framework for social-emotional well-being. (13:42) The importance of being accountable to ourselves. (16:19) Creating a community of care and collective responsibility. (20:28) Strategies to nourish your well-being. (25:25) How to promote well-being. (33:05) What we learned from the interview. (34:47) Leveraging strengths and opportunities for growth. (40:12) Connect with Michelle [email protected] www.centerforlearningandwellbeing.org amazon.com/author/michelletrujillo Video Clips Keynote Clip: Collective Efficacy Corwin Clip: Start with the Heart Resources referenced in the interview Framework for Educator Well-Being (PDF) Social-Emotional Well-Being Check-in (PDF)  

Guest Melanie Johnson, Sac and Fox Nation, M.Ed., CPS, is the Director of the Whole Child Initiative for the National Indian Education Association. Melanie has worked with tribal communities and organizations for over 20 years. Melanie is a Certified Prevention Specialist and has worked in the field of substance use and misuse prevention in native communities, focusing primarily on native youth for over 10 years. Melanie also serves as a consultant for the Opioid Response Network Indigenous Communities Workgroup since 2019. Melanie also serves on the Community Anti-Drug Coalitions of America’s Indigenous Peoples Advisory Council, is a member of the National American Indian and Alaska Native Prevention TTC, and sits on the Advisory Board for the Compassionate School Leadership Academy for the Center for Educational Improvement. Summary The conversation centers on Melanie Johnson's efforts at the National Indian Education Association to address Native students' educational needs. Through listening sessions, they gather insights, highlighting hope and the call for collective action to support families and draw on ancestral knowledge for healing. Topics include educational sovereignty, preserving cultures, involving others, vocational training, systemic barriers, and unity for future generations. Listen for • the purpose and results of the listening sessions • the imperative for educational sovereignty • the importance of allies to support policy-making at the local and state levels • the value of pathways to post-high school vocational training and higher education • the need for greater historical awareness of the population at large Connect with Melanie Melanie Johnson, M.Ed. Sac and Fox Nation of Oklahoma Director, Whole Child Initiative National Indian Education Association 1514 P Street, NW, Suite B Washington, DC  20005 https://www.niea.org/