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Part 1 Trauma Invested Practices | Sun Prairie, Wisconsin

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 1: Trauma is a word, not a sentence.

Child­hood trauma is real, and it is more preva­lent than we might believe. In this engag­ing, rel­e­vant, and prac­ti­cal ses­sion, learn from child­hood trauma expert Kristin Souers and for­mer prin­ci­pal Pete Hall (authors of the best-selling and award-winning Fos­ter­ing Resilient Learn­ers: Strate­gies for cre­at­ing a trauma-sensitive class­room – ASCD, 2016) about the impor­tance of imple­ment­ing trauma-invested prac­tices in the school set­ting. “Incor­po­rat­ing research, build­ing a com­mon vocab­u­lary, and explor­ing the impact of stress on brain devel­op­ment begins our explo­ration. And because we’re in a service-oriented pro­fes­sion and con­tin­u­ously look out­ward to help oth­ers, we’ll turn our lenses around to build self-awareness, inves­ti­gate the power of rela­tion­ships, exam­ine our belief sys­tems, and embrace the con­cept of grace as we col­lab­o­ra­tively build a cul­ture of safety for our stu­dents, fam­i­lies, staffs, and com­mu­ni­ties. If we’re going to be good to oth­ers, first and fore­most we’ve got to be good to our­selves. This ses­sion is rich with strate­gies and approaches to do just that…so we can fos­ter resilient learn­ers,” explained Pete Hall.

Day 1 Learn­ing Outcomes

  • Par­tic­i­pants will deepen their under­stand­ing of the preva­lence of child­hood trauma and the impact of trauma and toxic stress on learn­ing and development.

  • Par­tic­i­pants will embrace the need to build self-awareness and tend to their self-care in order to be primed and ready to effec­tively sup­port their stu­dents and children.