M Creating Trauma-Sensitive, Safe and Supportive Learning Communities A Panel Presentation Panel Members: Claudia Gallagher, Patricia Kennedy, Dan Rasanen, Nina Leuzzi, Anne Eisner, Marissa del Rosario

Underlying Concepts The high prevalence of Adverse Childhood Experiences (ACEs) necessitates the need for a deep understanding of the impact of traumatic experience on academics, behavior, relationships. Understanding the impact(s) of traumatic experience on students allows us to recognize the essential elements of creating safe and supportive schools. This work is about creating safe and supportive school communities for ALL students utilizing a process for change.

Prevalence of trauma Many students have had traumatic experiences. Abuse n = 17,337 Psychological abuse 10.7% 1,855 Physical abuse 28.3% 4,906 Sexual abuse 20.7% 3,589 Household dysfunction Substance abuse 26.9% 4,664 Mental illness 19.4% 3,363 Mother treated violently 12.7% 2,202 ACES INCLUDE : PHYSICAL ABUSE, SEXUAL ABUSE, EMOTIONAL ABUSE, PHYSICAL NEGLECT, EMOTIONAL NEGLECT, INITMATE PARTNER VIOELNCE, MOTHER TREATED VIOLENTLY, SUBSTANCE MISUSE IN THE HOUSE, HOUSEHOLD MENTAL ILLNESS, PARENTAL SEPERATION OR DIVORCE, INCARERATED HOUSEHOLD MEMBER ACES have a dose response relationship with many health problems. As participants were followed over time, researchers discovered that a person’s ACEs score has a strong graded relationship to numerous health, social and behavioral problems throughout the lifespan. Criminal behavior in household 4.7% 815 Adverse Childhood Experiences Study, Felitti, et al. (2006)

ACE Study Reported at least 1 ACE 64% Felitti, et al (1998)

Trauma can impact learning, behavior and relationships. Skills Process language Sequential organization Cause and effect Perspective taking Process Executive functions Transitions Attention Aggression Defiance Withdrawal Perfectionism Hyperactivity Emotional shifts Lack of trust Lack of insight Poor sense of self Difficulty identifying emotions Difficulty interpreting cues Trauma is a response to adversity.

Misunderstandings Student Perspective Adult Perspective “He won’t pay attention; he’s smart but just won’t try hard enough.” “Danger is everywhere. I must always be vigilant.” “She is so defiant and aggressive—a bad kid.” “If I’m perfect, I’ll protect myself and my parent. “She’s such a good kid. She doesn’t need help.” “I always have to be in control so that I can avoid danger.” “I can’t trust that you have my best interests at heart.” “He rejects any help that I offer him.”

A Safe and Supportive School is a school where all students feel: Importance of Safe and Supportive Community What is a Safe and Supportive School? Strong community support can reduce the severity of trauma symptoms (Harvey, 1996). A Safe and Supportive School is a school where all students feel: Safe Welcomed Supported And where addressing the needs of ALL students is the educational mission

Essential Elements of a Safe and Supportive School Supporting relationships, self-regulation, competence and well-being Promoting equitable access, op s, d outcome portunitie an s Supporting staff 's capacity to work together as a team Assessing and adapting to ever-changing needs 1 Deepening understanding 2 Supporting ALL students to feel safe 3 Connecting students to the school community 4 Developing culturally responsive practices 5 6 7 8 Deepening administrator/staff understanding of the need for safe and supportive schools and for a whole school approach that values educators’ expertise and includes students’ and families’ voices. Supporting all students to feel safe physically, socially, emotionally, behaviorally and academically. Holistically supporting the whole student to: form positive relationships with adults and peers, manage and self-regulate their emotions and behaviors, develop a sense of competence and academic success, and experience physical health and well-being. Explicitly connecting students to the school community and providing multiple opportunities to learn and practice newly developing skills. Building staff capacity to develop culturally responsive practices that dismantle implicit biases and systemic inequalities in order to create learning environments that welcome, include, and support all students to deeply learn, grow and thrive. Promoting equitable access, opportunities and outcomes for all students to ensure they are engaged and challenged to achieve their fullest potential. Supporting the school staff’s capacity to work together as a team with a sense of shared responsibility for every student. Helping the school staff assess and adapt to the ever-changing needs of students and the surrounding community.

Identifying Priorities Using the Self-Reflection Tool How Do We Get There? Following a process using questions to address our concerns What is OUR urgency? http://bhps321.org/ Are we ready? What actions do we take? How do we know we are being successful? Use the essential elements to maintain a safe and supportive whole school approach Deepening Learning Identifying Priorities Using the Self-Reflection Tool Action planning using the Essential Elements of a Safe and Supportive School Integrating the Action Plan into a larger School and District Improvement Planning Process © 2019 Massachusetts Advocates for Children

How will addressing a given priority or taking a particular action help in:   Deepening administrator/staff understanding of the need for a safe and supportive schools and the need for a whole school approach that values the expertise of educators and includes the voice of students and families? Supporting all students to feel safe -physically, socially, emotionally, behaviorally, and academically? Holistically supporting the whole student to: form positive relationships with adults and peers, manage and self-regulate their emotions and behaviors, develop a sense of competency and academic success, and experience physical health and well-being ? Explicitly connecting students to the school community and providing them with multiple opportunities to learn and practice newly developing skills? Building staff capacity to develop culturally responsive practices that dismantle implicit biases and systemic inequalities in order to create learning environments that welcome, include, and support all students to deeply learn, grow, and thrive? Promoting equitable access, opportunities and outcomes for all students to ensure they are engaged and challenged to achieve their fullest potential? Supporting the school staff’s capacity to work together as a team with a sense of shared responsibility for every student? Helping the school staff anticipate and adapt to the ever-changing needs of students and the surrounding community? To make substantive progress toward improving educational equity, education leaders need to tackle inequity with race in mind-or through a racial equity lens-and at multiple levels individual, institutional and societal. (Aspen Institute Pursuing Social and Emotional Development Through a Racial Equity Lens: A call to Action Pg. 2)

Panel Members: Dr. Claudia Gallagher, School Adjustment Counselor, The George School (K-5), Brockton, MA Dr. Patricia Kennedy, Occupational Therapist, The George School and East Middle School (6-8), Brockton, MA Dan Rasanen, Program Director of LHS RISE, a Trauma Focused Behavior Program, (9-12). Nina Leuzzi, Dean of School Culture and Community, the Bridge Boston Charter School (K1-8), Roxbury, MA Anne Eisner, Deputy Director, MA Advocates for Children’s Trauma and Learning Policy Initiative (TLPI)

Resources http://bhps321.org/ The Safe and Supportive Schools Self Reflection Tool http://bhps321.org/ www.traumasensitiveschools.org

Panel Member Contact Information Dr. Claudia Gallagher CLAUDIAGALLAGHER@bpsma.org Dr. Patricia Kennedy PATRICIAEKENNEDY@bpsma.org Dan Rasanen daniel.rasanen@gmail.com Nina Leuzzi nleuzzi@bridgebostoncs.org Anne Eisner aeisner@massadvocates.org Marissa del Rosario mdelrosario@massadvocates.org