The Role of Educators in Addressing Childhood Trauma Susan E. Craig, Ph.D. susancraig1689@gmail.com www.meltdownstomastery.wordpress.com

Changes in Brain Architecture That Effect Cognition and Learning Brain adapts to survive unmanageable stress Adaptions undermine progressive development of complex neural networks Previously adaptive behaviors interfere with learning, problem-solving, and self-regulation

Taking a Closer Look Limited Self-regulation Behavior Driven by Implicit Memories Language and Memory Problems Interruption of Prefrontal Cortex Development Deficiencies in Executive Function Interruption of Neural Integration

Instruction/Intervention That Can Reverse the Effects of Trauma Collaborative Interest Driven Conceptually Based Reflective Committed to Strengthening the Prefrontal Cortex

Brain-Based Teaching Teach students about the structure and functions of their brain Teach students the skills required to be a thoughtful contributor and active listener in a group Provide students with frequent opportunities for reflection and self- monitoring

INTEGRATING STRATEGIES THAT SUPPORT NEURODEVELOPMENT INTO CLASSROOM PRACTICE Foster Mindful Awareness Strengthen Neural Pathways between Children’s Upstairs and Downstairs Brains Offer Choice-Making across the Day

Differentiation in a Trauma-Sensitive School Formative assessment Flexible grouping/collaboration Choice Making Self-reflection

Using PBIS to Help Students Move Beyond the Effects of Trauma Ecological assessment: anticipating supports and eliminating triggers Why consistency matters: language, schedules, and classroom expectations The role of redirection and modeling in shaping behavior

A Trauma-Sensitive Approach to Literacy Left-right hemisphere coordination, pattern recognition, and decoding Representational thought, concept development, and inferential comprehension Executive functioning, working memory, and planning

A Trauma-Sensitive Approach to Math How early trauma effects the linguistic, conceptual, and procedural components of math instruction The role of attending behaviors in children’s capacity for math automaticity Math journaling and other self- reflective techniques to enhance children’s retention and understanding of math

Self-monitoring and Self-care Structural prerequisites of team work The effects of teachers’ social working conditions on student Managing complex change