Abstract
This manuscript describes four principles of trauma-informed supports that can guide school leaders in rebuilding school communities that have been fractured by the COVID-19 pandemic. Based on the work of Hobfoll et al. (2007), these principles are: a) promoting a sense of safety, b) addressing safety within behavior support practices, c) building relationships, and d) promoting self-efficacy and instilling hope. As schools slowly reopen, there is a risk that the re-opening will signify that the crisis has ended and schools can return to their previous policies and systems of support. However, the lingering and long-term effects of the isolation and stress experienced by students during the COVID-19 pandemic may go unrecognized. The schoolwide policies and practices described here are based upon evidence-informed principles which can help school communities serve as supportive, welcoming environments for children and families.
Recommended Citation
Stockall, Nancy S. and Blackwell, William H.
(2021)
"Trauma-Informed Supports for Rebuilding School Communities,"
Journal of Human Services: Training, Research, and Practice: Vol. 7:
Iss.
2, Article 5.
Available at:
https://scholarworks.sfasu.edu/jhstrp/vol7/iss2/5
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Educational Methods Commons, Other Education Commons, Student Counseling and Personnel Services Commons
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