Cultivating a Culture of Resilience: One School’s Journey to Building a Community of Trauma-Sensitive Educators

Format

Individual Presentation

Presenters

• Alexandra Thomas, Gwinnett County Public SchoolsFollow
• Erica Freeman-Jones, Gwinnett County Public SchoolsFollow
• Kelly Walter, Gwinnett County Public SchoolsFollow

First Presenter's Institution

Gwinnett County Public Schools

First Presenter’s Email Address

alexandra.thomas@gcpsk12.org

First Presenter's Brief Biography

Dr. Thomas is currently the Work-Based Learning Coordinator at GIVE Center West in Gwinnett County Public Schools.

Second Presenter's Institution

Gwinnett County Public Schools

Second Presenter’s Email Address

Erica.Freeman.Jones@gcpsk12.org

Second Presenter's Brief Biography

Ms. Freeman-Jones is currently an Assistant Principal at GIVE Center West in Gwinnett County Public Schools.

Third Presenter's Institution

Gwinnett County Public Schools

Third Presenter’s Email Address

Kelly.Walter@gcpsk12.org

Third Presenter's Brief Biography

Dr. Kelly Walter is the Principal at GIVE Center West in Gwinnett County Public schools.

Submitter

I am submitting this proposal as one of the presenter(s)

Location

Verelst

Strand #1

Head: Academic Achievement & Leadership

Strand #2

Heart: Social & Emotional Skills

Relevance

This session demonstrates how our school leveraged educational research and best practices for trauma-sensitive education to rebuild school culture in a way that has positively impacted academic achievement and student outcomes.

Brief Program Description

In today’s classrooms, trauma is an often unseen barrier that profoundly affects students’ ability to learn, engage, and thrive. This session offers an in-depth exploration of one school’s transformative journey toward cultivating resilience by developing a community of trauma-sensitive educators. Participants will gain insight into the practical strategies, challenges, and successes encountered while fostering a trauma-aware culture that supports both staff and students.

Summary

This session highlights the intentional and systematic approach one school took to train its educators and build a sustainable community of resilience through trauma-sensitive practices. Recognizing the growing impact of trauma on student learning and behavior, the school launched comprehensive professional development programs designed to equip teachers and staff with the knowledge, skills, and mindset needed to create trauma-aware, supportive learning environments.

Participants will learn how the school developed a multi-tiered training model combining workshops, coaching, and peer collaboration to embed trauma-sensitive practices into everyday teaching. These programs focused on deepening educators’ understanding of trauma’s effects on brain development and behavior, while also emphasizing self-regulation techniques and radical calmness to manage stress and foster emotional safety.

Key components included ongoing mindfulness practices, role-playing scenarios, and reflective discussions that empowered teachers to apply trauma-sensitive communication strategies such as empathetic listening and compassionate de-escalation. The school also prioritized creating a collaborative culture through professional learning communities and wellness initiatives that supported staff resilience, recognizing that educator well-being is crucial for sustaining trauma-sensitive classrooms.

Through sharing this school’s successes and challenges, attendees will discover how intentional training and community-building fostered trust, consistency, and shared responsibility among staff members. The session will provide practical tools and frameworks for designing effective trauma-sensitive professional development and creating structures that nurture resilience at both individual and organizational levels.

Whether you are an educator, administrator, or support professional, this session offers actionable insights on how to build a trauma-sensitive school culture by investing in educator training and community-building—ultimately improving outcomes for students and staff alike.

Evidence

The approach is grounded in robust research from trauma-informed education, neuroscience, and positive youth development. Notably, Dr. Kenneth Ginsburg’s work on resilience highlights the essential “7 Cs” framework—competence, confidence, connection, character, contribution, coping, and control—as foundational elements for building resilience in youth. By integrating these principles, the school’s programs emphasize strengthening protective factors within both students and educators, creating environments that support healing and growth. This evidence-based foundation aligns with best practices in trauma-sensitive teaching and educator well-being, ensuring strategies are both effective and sustainable.

Ginsburg, K. R. (2014). Reaching Teens: Strength-Based Communication Strategies to Build Resilience and Support Healthy Development (2nd ed.). American Academy of Pediatrics.

Learning Objective 1

Describe key principles of trauma-sensitive education and their impact on student resilience and learning.

Learning Objective 2

Identify effective strategies for training educators in trauma-informed practices, including techniques to foster radical calmness and emotional regulation.

Learning Objective 3

Demonstrate how to build and sustain a collaborative, trauma-sensitive school community that supports both staff and students.

Keyword Descriptors

professional development, school culture, trauma-sensitive education

Presentation Year

2026

Start Date

3-2-2026 10:15 AM

End Date

3-2-2026 11:30 AM

Recommended Citation

Thomas, Alexandra; Freeman-Jones, Erica; and Walter, Kelly, "Cultivating a Culture of Resilience: One School’s Journey to Building a Community of Trauma-Sensitive Educators" (2026). National Youth Advocacy & Resilience Conference. 3.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2026/2026/3