Leading a trauma-informed curriculum leads to better school performance in students K-8
Start Date
April 2020
End Date
April 2020
Major Field of Study
Counseling Psychology
Student Type
Graduate
Faculty Mentor(s)
Carlos Molina, EdD, LMFT
Presentation Format
Poster Presentation
Abstract/Description
Most children are affected by at least one traumatic event in their life. These traumatic events can happen at any stage of a child’s life and can have a significant impact on their development and ability to function in many environments. One of the most prominent environments in a child’s life is the classroom, as this is where they spend a large part of their days. Research shows that leading a trauma-informed curriculum is an effective way to help trauma-affected students. The following manual provides an extensive literature review and valuable information as to why and how to implement a trauma-informed curriculum as well as useful tools and resources.
Keywords: childhood-trauma, trauma-informed schools, trauma-informed curriculums, trauma, children, resilience, self-regulation, teachers
Leading a trauma-informed curriculum leads to better school performance in students K-8
Most children are affected by at least one traumatic event in their life. These traumatic events can happen at any stage of a child’s life and can have a significant impact on their development and ability to function in many environments. One of the most prominent environments in a child’s life is the classroom, as this is where they spend a large part of their days. Research shows that leading a trauma-informed curriculum is an effective way to help trauma-affected students. The following manual provides an extensive literature review and valuable information as to why and how to implement a trauma-informed curriculum as well as useful tools and resources.
Comments
This presentation was accepted for the Scholarly and Creative Works Conference at Dominican University of California. The Conference was canceled due to the Covid-19 Pandemic