TRAUMA INFORMED SCHOOLS A Book In Progress WASSW FALL CONFERENCE Corrine Anderson-Ketchmark, MSW Presenter

Trauma Informed Schools (TIS) This presentation will cover: A Systems Change focus to Build Adult Capacity for Improving Student Learning using Trauma Informed practices 1.Why Trauma Informed Schools are needed (ACES – Brain Development) 2.The Barriers – mission, policies, funding & many unaddressed Challenges 3.Paradigm shift & Sustainability 4.Trauma Informed Schools (Examples of Successful TIS) 5.Cost $ – Benefit 6.The Role of School Social Work (Leadership, skill, and passion)

WHY TRAUMA INFORMED SCHOOLS ARE NEEDED ? WHY NOW? What we know (video clip) About ACES and Brain Development About barriers to learning About what students need to be able to learn About what school personnel need to be effective

WHEN SCHOOLS ARE NOT TRAUMA INFORMED TO MANY STUDENTS Truant Discipline referrals Suspended/Expelled Low academic performance, Mental health issues

ACEs in WASHINGTON Populati on Average

Barriers and Challenges School Mission - to teach academics and prepare for the world of work School Policies – Top Down Multiple pressures Resistance to change Climate & Culture Testing – Assessments Teaching Practices Expectations that all students learn the same Discipline (Zero Tolerance vs Restorative Practices Attendance/Truancy Social – Emotional learning Parental Expectations A more diverse student population – More exposure to an adult world Social Media influence Other Barriers & Challenges?

Unaddressed Challenges 1. Limited Support for strategies, policies and practices that prevent and eliminate trauma or re-traumatize in schools 2. Funding restrictions that impede trauma informed care 3. Limited support for Prevention & Early Intervention 4. Workforce issues: Qualified and trained staff in Trauma – informed strategies and practices (NCCP)

What is needed – How to Get There? A Paradigm Shift and Strategies for Sustainability A change process that is top down BOTTOM UP to build adult capacity Long term change process Administrative Commitment Staff Involvement Time, Resources, Assessment of Trauma Informed Environment (common view vs trauma informed handout) Ongoing Training to understand and respond to trauma exposure outcome measures Parental and Student Involvement Community Involvement (Refer to change process check list)

WHAT IS NEEDED? A SENSE OF URGENCY! Policies that support: 1.Integration of Prevention & Early Intervention in existing system 2.Prevent & eliminate practices that cause trauma or re-traumatize 3.Best practices & evidence based practices in trauma informed care integrated into existing system 4.Funding 5. Allocated Time for Planning & Training 6.Workforce competency – Training programs that are ongoing and measures progress of skill (

Trauma Informed strategies seek to (Harris & Fallot, 2001): – Do no further harm – Create and sustain zones of safety for children, youth and families who may have experienced trauma – Promote understanding, coping, resilience, strengths-based programming, growth and healing NCCP – – Can Schools do these strategies? – Will Schools do these strategies?

What is needed? Four Core Principles (NCTSN) SAFETY CHOICE COLLABORATION EMPOWERMENT These principles are found in The Heart of Learning and Teaching – Compassionate Schools (OSPI)

Trauma Informed Schools Planning Who needs to be included in the planning process? Who needs to be involved in the implementation plan? Who receives training? Who assesses/measures progress? What is missing?

EXAMPLES OF WHAT WORKS Trauma Informed School Environments need to include: The Sanctuary Model (Bloom) Parallel process – climate – culture, staff and students Why Talk Therapy is not Enough! Not all students with trauma exposure need mental health intervention ( Wisconsin Dept. of Public Instruction – Trauma Sensitive Practices Resource list) All students benefit from a trauma informed learning environments

Oakland Unified School District (OUSD) Student exposed to high crime, violence, poverty and Drop out rates Superintendent’s vision – adults needed to be in right relationship with each other and the students (building adult capacity) School reform effort supported by a grant from Collaborative for Academic Social & Emotional Learning (CASEL)

OUSD Social Emotional Learning & Leadership Development SEL to become a part of the “cultural fabric throughout the entire school district, no longer 30 minutes lessons, it would weave through adult relationships, student –teacher relationships, curricula, and the evaluation process” In its second year of a five year planning and implementation process ( Pre K-Adult SEL Standards, Proposed New Board Policy – SEL, Current Board SEL Policy) Developing an alternative measurement system in lieu of state testing.

OUSD – SEL Learning and Leadership Development It is too early to determine if SEL improves academics but OUSD is focusing on the human dimension of education – going beyond test scores that is more lasting and useful for everyone involved See full story on ACES Too High web site

Walla Walla’s Children’s Resilience Initiative (Teri Barila & Mark Brown 2007 – current) Lincoln High School – trauma informed approaches (2010): Significant changes in behavior, attendance, overall school performance (2012 – current). Decreased suspensions 85% School district took no further steps to integrate trauma – informed practices – is waiting for documentation on specific strategies

2013 Partial Community Gates Grant for Lincoln High School’s ACE’s & Resilience program ( drawing is by a Lincoln High School student) Currently with growing community support and prodding from the school board, Walla Walla SD is expanding TI practices into Head Start and three elementary schools (see full story ACES Too High web site)

$ COST - BENEFIT COST : Minimal additional funding and staffing High cost of time – planning, training, implementing for integration of Trauma Informed practices BENEFITS: Admin. Lead with staff involvement Reduced discipline referrals Reduced truancy Increased academic engagement Increased positive interactions Decreased staff burn – out

OUSD and Lincoln High School have similar Cost - Benefits OUSD –– District Admin lead with Staff Involvement Grant from CASEL ($300 k) Extensive planning, training and implementation ( 5 years) Lincoln High School – Admin lead with Staff Involvement – Existing resources & Partial Gates Grant (% of $130 k) Training, program planning and implementation (ongoing) Both schools - Costs Minimal funding Time expended Both School’s Benefits Decrease in: Discipline referrals & Suspensions Truancy Dropout Negative interactions Staff burn-out INCREASE IN ACADEMIC ENGAGEMENT

What will help Schools to engage a Change Process to become Trauma Informed Costs – Benefits What we know Why schools need to be trauma informed What stands in the way? Why are schools not trauma informed? How long will it take?

SCHOOL SOCIAL WORK ROLE IN TRAUMA INFORMED SCHOOLS The Many Roles of School Social Workers Social Justice Advocacy Policy Practice Change Agents Eco - Systems Person – in – Environment Organizers of Coalitions & Collaborations Clinical Skills

The Role of School Social Workers in Trauma Informed Schools School Social Workers can lead by influence and persuasion of what we know about why trauma informed schools are needed. Create a catalyst by organizing coalitions and collaborations within the school and in the community. Join with existing initiatives such as Washington State ACES Public – Private Initiative (APPI), and provide our social justice/policy practice and clinical skills to these efforts.

The Role of School Social Work By galvanizing our knowledge, experience and skills School Social Workers contribute an essential role in helping schools and communities to become Trauma Informed!!