Trauma-Informed Schools

Trauma-Informed Classrooms and Schools

Part 1 or Half-Day Event

Dr. Chamberlain begins with a discussion of the latest neuroscience on how and why early adversities, in the absence of protective factors and resilience skills, interfere with learning and self-regulation.  Data from the Adverse Childhood Experiences (ACE) Study are discussed with an emphasis on implications for the classroom.  Practical strategies, policies and resources for educators and administrators are interspersed with insights from school systems that are working to transform school climate and become more trauma-informed.

Learning Objectives

  1. Describe the toxic stress model.
  2. List three effects of ACEs on children that impact learning and behavior in the classroom.
  3. Identify four essential elements of trauma-informed schools.
  4. Describe three trauma-informed strategies that could be used in your classroom or school.

Brain-Body Strategies to Promote Resilience, Self-Regulation, and Healing

Part 2 or All-Day Event

Stress is essential to healthy human development and survival.  However, chronic and overwhelming stress, in the absence of resilience-building skills, can initiate a cascade of biochemical and physical changes that have far-reaching implications for brain function, self-regulation and well-being.  Dr. Chamberlain uses creative visual props that are appropriate for the classroom to explain how the brain, body and nervous system respond to stress. In this skill-based presentation, the latest science on brain-body strategies to build resilience, strengthen self-regulation and promote neurological repair will be highlighted.  Participants will create a toolkit of simple practices including breath work, progressive relaxation, movement, and focused awareness that are beneficial for all students and can be adapted to any age group.  Linda will also discuss the role of these practices in preventing secondary/vicarious trauma as a cornerstone in building trauma-informed organizations and supporting staff.

Learning Objectives

  1. Explain why brain-body interventions are essential to managing stress and healing trauma.
  2. List three positive outcomes of brain-body strategies for children that are relevant to learning and healing trauma.
  3. Demonstrate three simple strategies that are beneficial for students and staff to promote resilience and self-regulation.

Book Dr. Chamberlain to speak at your school or event!