Creating Trauma-Informed, Strengths-Based Classrooms Teacher Strategies for Nurturing Students' Healing, Growth, and Learning
With accessible strategies grounded in trauma-informed education and positive psychology, this book equips teachers to support all students, particularly the most vulnerable. It will help them to build their resilience, increase their motivation and engagement, and fulfil their full learning potential within the classroom.
Trauma-informed, strengths-based classrooms are built upon three core aims: to support children to build their self-regulatory capacities, to build a sense of relatedness and belonging at school, and to integrate wellbeing principles that nurture growth and identify strengths. Taking conventional approaches to trauma one step further, teachers may create a classroom environment which helps students to meet their own needs in a healthy way and progress academically.
Based on the successful Berry Street education strategies pioneered by the authors, this book also includes comprehensive case studies, learning points and opportunities for self-reflection, fully supporting teachers to implement these strategies within the classroom.
- includes guidance on boosting student learning as well as supporting student mental health needs - competing books only focus on the support element.
- strategies can immediately be implemented in the classroom and can be tailored to suit unique contexts and environments.
- innovative approach supports teachers working with students in their school community, particularly those at risk of disengaging from education.
Dr Tom Brunzell (MST, EdM, PhD) has experience as a teacher, school leader, researcher and education advisor. Currently he is the Director of Education at Berry Street and Honorary Fellow at the University of Melbourne Graduate School of Education. Tom presents internationally on topics of transforming school culture, student engagement, trauma-aware practice, wellbeing and positive psychology, and effective school leadership. His research at the University of Melbourne investigates both the negative impacts of secondary traumatic stress and the positive impacts of wellbeing on teachers and leaders working towards educational equity in their communities.
Dr Jacolyn Norrish (MPsychClin, PhD) is a psychologist who has worked implementing wellbeing and mental health initiatives in schools, and has taught positive psychology courses at Monash University. She is the author of Positive Education: The Geelong Grammar School Journey (OUP, 2015).
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