Back by popular demand, Kristin Souers and Pete Hall, authors of the the ASCD books Fostering Resilient Learners: Strategies for Creating a Trauma Sensitive Classroom and Relationship, Responsibility, and Regulation: Trauma-Invested Practices for Fostering Resilient Learners. This 3-part series explores an urgent and growing issue — childhood trauma — and its profound effect on learning and teaching. Kristen, a mental heath counselor, and Pete, a former principal, will share practical easy-to-implement strategies to help students living with trauma thrive in the classroom.
This conference was held earlier this year to great acclaim. “This conference truly hits home. Becoming trauma-invested is at the core of our daily interactions with our students, coworkers, and loved ones. I cannot wait to take this knowledge back to my district. Truly transforming.” - Cory Sotala counselor at Tibbets Elementary School
Day 2: A culture of safety and the new 3 R's
In this continuing exploration of #TraumaInvested practices, Kristin ane Pete share keen insights into the practices of empathy and attunement and discuss a communication strategy built to strengthen connection and understanding. Learn the characteristics of a culture of safety, and implement timely interventions for our students by addressing the “New 3 R’s” in education: Relationships, Responsibility, and Regulation. Using scenarios, research, and a bank of strategies, collaborate with your colleagues to brainstorm approaches to meet our students’ needs. Attendees will leave refreshed and excited about meeting the challenges awaiting them, with tools in their toolbelt and the energy and optimism needed to use them!
Day 2 Learning Outcomes
Participants will deepen their understanding of the value of fostering a safe, predictable, and consistent learning environment – one that is #TraumaInvested.
Participants will be introduced to the new 3 R’s – an intervention model packed full of multiple strategies for education staff and community members to utilize with children and staff with (known and unknown) trauma histories – helping to sustain learning-ready (and teaching-ready) states.