Presentation Abstract
The concepts of poverty, trauma and child development cannot be ignored when reviewing educational outcomes especially in schools where trauma and poverty are prevalent. Glynn County School System (GCSS) has collectively witnessed an overwhelmingly negative impact that poverty has had on early learning. Low income students are highly likely to be traumatized (e.g. witnessing violence at home, polyvictims of abuse, having separated or divorced parents) so they don’t always come to school to learn but, come to school to be loved. Many GCSS schools have students that come from low-income, high-stress home environments. One school in this district, Goodyear Elementary (GDY), has a large population of high poverty students and has begun the journey to tackle its poor outcomes associated with poverty. Nationwide, schools like GDY are charged with seemingly insurmountable expectations for student achievement without the tools needed to address the real issues – childhood trauma. After being given district permission, community support and developing teacher readiness, GDY has taken ownership of the need to become a trauma-sensitive school. The first step has been to focus on the interdependence of social emotional learning (SEL) and academics. In this session, school leaders will share evidenced-based research that promotes SEL and data collection tools to track and monitor SEL progress. . Specific tools such as a teacher report measure that captures core SEL competencies, including self-control and relationship skills, and an innovative performance-based assessment of students’ SEL will be discussed. Presenters will also highlight strategies to improve relationships between teachers, students and families while reducing office discipline referrals. Myths about social emotional learning will be debunked as presenters show attendees how to use on-demand classroom strategies. Participants will leave this session with practical and effective strategies that they can begin using today to empower teachers, mobilize staff and strengthen school-home relationships.
Recommended Citation
DAWSON, OATANISHA Ed.D. and THIERRY, KAREN, "Own It: Becoming a Trauma Sensitive School" (2018). Georgia Association for Positive Behavior Support Conference. 64.
https://digitalcommons.georgiasouthern.edu/gapbs/2018/2018/64
Own It: Becoming a Trauma Sensitive School
The concepts of poverty, trauma and child development cannot be ignored when reviewing educational outcomes especially in schools where trauma and poverty are prevalent. Glynn County School System (GCSS) has collectively witnessed an overwhelmingly negative impact that poverty has had on early learning. Low income students are highly likely to be traumatized (e.g. witnessing violence at home, polyvictims of abuse, having separated or divorced parents) so they don’t always come to school to learn but, come to school to be loved. Many GCSS schools have students that come from low-income, high-stress home environments. One school in this district, Goodyear Elementary (GDY), has a large population of high poverty students and has begun the journey to tackle its poor outcomes associated with poverty. Nationwide, schools like GDY are charged with seemingly insurmountable expectations for student achievement without the tools needed to address the real issues – childhood trauma. After being given district permission, community support and developing teacher readiness, GDY has taken ownership of the need to become a trauma-sensitive school. The first step has been to focus on the interdependence of social emotional learning (SEL) and academics. In this session, school leaders will share evidenced-based research that promotes SEL and data collection tools to track and monitor SEL progress. . Specific tools such as a teacher report measure that captures core SEL competencies, including self-control and relationship skills, and an innovative performance-based assessment of students’ SEL will be discussed. Presenters will also highlight strategies to improve relationships between teachers, students and families while reducing office discipline referrals. Myths about social emotional learning will be debunked as presenters show attendees how to use on-demand classroom strategies. Participants will leave this session with practical and effective strategies that they can begin using today to empower teachers, mobilize staff and strengthen school-home relationships.
