Building Resilience in Students Impacted by Adverse Childhood Experiences
A Whole-Staff Approach
Victoria E. Romero
- Educational Consultant
Ricky Robertson
- Behavior Specialist
Amber N. Warner
- Social Worker
Purchase
eBook
ISBN:
9781544319438
Available from
January 0001
Paperback
ISBN:
9781544319414
Available from
January 0001
Description
Use trauma-informed strategies to give students the skills and support they need to succeed in school and life
Nearly half of all children have been exposed to at least one adverse childhood experience (ACE), such as poverty, divorce, neglect, homelessness, substance abuse, domestic violence, or parent incarceration. These students often enter school with behaviors that don’t blend well with the typical school environment. How can a school community come together and work as a whole to establish a healthy social-emotional climate for students and the staff who support them?
This workbook-style resource shows K-12 educators how to make a whole-school change, where strategies are integrated from curb to classroom. Readers will learn how to integrate trauma-informed strategies into daily instructional practice through expanded focus on:
- The different experiences and unique challenges of students impacted by ACEs in urban, suburban, and rural schools, including suicidal tendencies, cyberbullying, and drugs
- Behavior as a form of communication and how to explicitly teach new behaviors
- How to mitigate trauma and build innate resiliency through a read, reflect, and respond model
Let this book be the tool that helps your teams move students away from the school-to-prison pipeline and toward a life rich with educational and career choices.
“I cannot think of a book more needed than this one. It gives us the tools to support our students who have the most need while practicing the self-care necessary to continue to serve them.”
—Lydia Adegbola, Chair of English Department
New Rochelle High School, NY
“This book highlights the impact of trauma on children and the adults who work with them, while providing relevant and practical strategies to understand and address it through reflective practices.”
—Marine Avagyan, Director, Curriculum and Instruction
Saugus Union School District, Sunland, CA
Transform your school with trauma-informed strategies for teacher and student well-being. Learn more about consulting.
Contents
Foreword by Gary R. Howard
Foreword by Gary R. Howard
Preface
Preface
Acknowledgments
Acknowledgments
About the Authors
- Chapter 1 ACEs and the New Normal
- ACEs Are an Equal Opportunity Occurrence
- Lost in Translation
- The New Normal
- Chapter 2 Put on Your Own Oxygen Mask Before Helping Others
- Burnout or Compassion Fatigue?
- The New Normal: A Case Study Intervention
- Self-Care Is an Ethical Imperative
- WWAD?
- Chapter 3 It’s Easy to Have High Expectations—Hard to Grow a New Mindset
- Knowing Myself Precedes Teaching Students
- Knowing My Students and Knowing Pedagogy-Growing Mindset
- Knowing My Strengths, Knowing the Strengths of My Students Fosters Resiliency
- “I Can’t Learn From You Because You’re White”
- Progress Not Perfection
- Knowing Myself and Responding to Change Are About Self-Care
- Knowing Myself Matters—Because When Negative Bias Shows Up, Students Are Miseducated
- Good Teaching Is Not Enough—The New Normal Warrants Transformationist Teaching
- Chapter 4 The Effects of Trauma on the Brain
- Acknowledging That Trauma Is Sitting in the Classroom Is Transformational Teaching
- ACEs and Learning
- ACEs and Behavior
- Trauma Has Many Forms
- If I Knew Then What I Know Now
- Chapter 5 Teaching Behaviors, Differentiating Interventions, Changing Pedagogy
- Relationships Precede Learning
- Talk, Trust, Feel, Repair
- Schools and Classrooms Have a Culture and Culture Is Learned
- Response to Intervention (RTI)
- Looking at Behavior Management Through a Trauma-Informed Lens
- Change Is Hard and Leadership Matters
- Talk, Trust, Feel, Repair: My Rookie Year
- Schools Are Ideal for Social Working
- Chapter 6 Plan With the End in Mind: Visioning a Compassionate School
- The Innovative School District PreK–12th Grades
- SEL Data Team/Self-Assessment Checklist
- Case Study: ISD’s Response to Behavior Interventions
- Changing Positions to Change Lives
- What Does It Mean to Work in a Trauma-Informed School or School District?
- Chapter 7 From Theory to Practice: Transformationist Actions Convert ACEs to Aces
- Transformationist Schools and School Districts
- Transformationist Instructional Staff
- Transformationist School Counselors and School-Based Social Workers
- Transformationist School Psychologists and School Nurses
- Transformationist Support Staff (Office, Cafeteria, Custodial, Bus Drivers)
- Chapter 8 The Process, the Plan, the Transformation
- The Process
- Step 1: Assessing Capacity
- Step 2: Building Capacity
- Step 3: Implementation
- Step 4: Evaluating Program Effectiveness
- Where Is Our Sense of Urgency?
- The Plan: Implementation Guide to Transformation
- Implementation
- Evaluation and Planning
- Chapter 9 In Their Own Words
- Antwone Fisher
- Cleressa Brown
- Conor Black
- Maria Gonzales
- The Salomon Martinez Family
Additional Reading and Resources
Additional Reading and Resources
Glossary of Terms
Glossary of Terms
References
References
Index
Index
Additional materials
Description
Use trauma-informed strategies to give students the skills and support they need to succeed in school and life
Nearly half of all children have been exposed to at least one adverse childhood experience (ACE), such as poverty, divorce, neglect, homelessness, substance abuse, domestic violence, or parent incarceration. These students often enter school with behaviors that don’t blend well with the typical school environment. How can a school community come together and work as a whole to establish a healthy social-emotional climate for students and the staff who support them?
This workbook-style resource shows K-12 educators how to make a whole-school change, where strategies are integrated from curb to classroom. Readers will learn how to integrate trauma-informed strategies into daily instructional practice through expanded focus on:
- The different experiences and unique challenges of students impacted by ACEs in urban, suburban, and rural schools, including suicidal tendencies, cyberbullying, and drugs
- Behavior as a form of communication and how to explicitly teach new behaviors
- How to mitigate trauma and build innate resiliency through a read, reflect, and respond model
Let this book be the tool that helps your teams move students away from the school-to-prison pipeline and toward a life rich with educational and career choices.
“I cannot think of a book more needed than this one. It gives us the tools to support our students who have the most need while practicing the self-care necessary to continue to serve them.”
—Lydia Adegbola, Chair of English Department
New Rochelle High School, NY
“This book highlights the impact of trauma on children and the adults who work with them, while providing relevant and practical strategies to understand and address it through reflective practices.”
—Marine Avagyan, Director, Curriculum and Instruction
Saugus Union School District, Sunland, CA
Transform your school with trauma-informed strategies for teacher and student well-being. Learn more about consulting.
Contents
Foreword by Gary R. Howard
Foreword by Gary R. Howard
Preface
Preface
Acknowledgments
Acknowledgments
About the Authors
- Chapter 1 ACEs and the New Normal
- ACEs Are an Equal Opportunity Occurrence
- Lost in Translation
- The New Normal
- Chapter 2 Put on Your Own Oxygen Mask Before Helping Others
- Burnout or Compassion Fatigue?
- The New Normal: A Case Study Intervention
- Self-Care Is an Ethical Imperative
- WWAD?
- Chapter 3 It’s Easy to Have High Expectations—Hard to Grow a New Mindset
- Knowing Myself Precedes Teaching Students
- Knowing My Students and Knowing Pedagogy-Growing Mindset
- Knowing My Strengths, Knowing the Strengths of My Students Fosters Resiliency
- “I Can’t Learn From You Because You’re White”
- Progress Not Perfection
- Knowing Myself and Responding to Change Are About Self-Care
- Knowing Myself Matters—Because When Negative Bias Shows Up, Students Are Miseducated
- Good Teaching Is Not Enough—The New Normal Warrants Transformationist Teaching
- Chapter 4 The Effects of Trauma on the Brain
- Acknowledging That Trauma Is Sitting in the Classroom Is Transformational Teaching
- ACEs and Learning
- ACEs and Behavior
- Trauma Has Many Forms
- If I Knew Then What I Know Now
- Chapter 5 Teaching Behaviors, Differentiating Interventions, Changing Pedagogy
- Relationships Precede Learning
- Talk, Trust, Feel, Repair
- Schools and Classrooms Have a Culture and Culture Is Learned
- Response to Intervention (RTI)
- Looking at Behavior Management Through a Trauma-Informed Lens
- Change Is Hard and Leadership Matters
- Talk, Trust, Feel, Repair: My Rookie Year
- Schools Are Ideal for Social Working
- Chapter 6 Plan With the End in Mind: Visioning a Compassionate School
- The Innovative School District PreK–12th Grades
- SEL Data Team/Self-Assessment Checklist
- Case Study: ISD’s Response to Behavior Interventions
- Changing Positions to Change Lives
- What Does It Mean to Work in a Trauma-Informed School or School District?
- Chapter 7 From Theory to Practice: Transformationist Actions Convert ACEs to Aces
- Transformationist Schools and School Districts
- Transformationist Instructional Staff
- Transformationist School Counselors and School-Based Social Workers
- Transformationist School Psychologists and School Nurses
- Transformationist Support Staff (Office, Cafeteria, Custodial, Bus Drivers)
- Chapter 8 The Process, the Plan, the Transformation
- The Process
- Step 1: Assessing Capacity
- Step 2: Building Capacity
- Step 3: Implementation
- Step 4: Evaluating Program Effectiveness
- Where Is Our Sense of Urgency?
- The Plan: Implementation Guide to Transformation
- Implementation
- Evaluation and Planning
- Chapter 9 In Their Own Words
- Antwone Fisher
- Cleressa Brown
- Conor Black
- Maria Gonzales
- The Salomon Martinez Family
Additional Reading and Resources
Additional Reading and Resources
Glossary of Terms
Glossary of Terms
References
References
Index
Index
Additional materials
Reviews
Building Resilience in Students Impacted by Adverse Childhood Experiences
A Whole-Staff Approach
May 2018 | 248 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/02/2026 | 9781544319414 | $37.95 |
| Lifetime | 01/02/2026 | 9781544319438 | $35.00 |
Use trauma-informed strategies to give students the skills and support they need to succeed in school and life
Nearly half of all children have been exposed to at least one adverse childhood experience (ACE), such as poverty, divorce, neglect, homelessness, substance abuse, domestic violence, or parent incarceration. These students often enter school with behaviors that don’t blend well with the typical school environment. How can a school community come together and work as a whole to establish a healthy social-emotional climate for students and the staff who support them?
This workbook-style resource shows K-12 educators how to make a whole-school change, where strategies are integrated from curb to classroom. Readers will learn how to integrate trauma-informed strategies into daily instructional practice through expanded focus on:
- The different experiences and unique challenges of students impacted by ACEs in urban, suburban, and rural schools, including suicidal tendencies, cyberbullying, and drugs
- Behavior as a form of communication and how to explicitly teach new behaviors
- How to mitigate trauma and build innate resiliency through a read, reflect, and respond model
Let this book be the tool that helps your teams move students away from the school-to-prison pipeline and toward a life rich with educational and career choices.
“I cannot think of a book more needed than this one. It gives us the tools to support our students who have the most need while practicing the self-care necessary to continue to serve them.”
—Lydia Adegbola, Chair of English Department
New Rochelle High School, NY
“This book highlights the impact of trauma on children and the adults who work with them, while providing relevant and practical strategies to understand and address it through reflective practices.”
—Marine Avagyan, Director, Curriculum and Instruction
Saugus Union School District, Sunland, CA
Transform your school with trauma-informed strategies for teacher and student well-being. Learn more about consulting.
Table Of Contents:
- Foreword by Gary R. Howard
- Preface
- Acknowledgments
- About the Authors
- Chapter 1 ACEs and the New Normal
- ACEs Are an Equal Opportunity Occurrence
- Lost in Translation
- The New Normal
- Chapter 2 Put on Your Own Oxygen Mask Before Helping Others
- Burnout or Compassion Fatigue?
- The New Normal: A Case Study Intervention
- Self-Care Is an Ethical Imperative
- WWAD?
- Chapter 3 It’s Easy to Have High Expectations—Hard to Grow a New Mindset
- Knowing Myself Precedes Teaching Students
- Knowing My Students and Knowing Pedagogy-Growing Mindset
- Knowing My Strengths, Knowing the Strengths of My Students Fosters Resiliency
- “I Can’t Learn From You Because You’re White”
- Progress Not Perfection
- Knowing Myself and Responding to Change Are About Self-Care
- Knowing Myself Matters—Because When Negative Bias Shows Up, Students Are Miseducated
- Good Teaching Is Not Enough—The New Normal Warrants Transformationist Teaching
- Chapter 4 The Effects of Trauma on the Brain
- Acknowledging That Trauma Is Sitting in the Classroom Is Transformational Teaching
- ACEs and Learning
- ACEs and Behavior
- Trauma Has Many Forms
- If I Knew Then What I Know Now
- Chapter 5 Teaching Behaviors, Differentiating Interventions, Changing Pedagogy
- Relationships Precede Learning
- Talk, Trust, Feel, Repair
- Schools and Classrooms Have a Culture and Culture Is Learned
- Response to Intervention (RTI)
- Looking at Behavior Management Through a Trauma-Informed Lens
- Change Is Hard and Leadership Matters
- Talk, Trust, Feel, Repair: My Rookie Year
- Schools Are Ideal for Social Working
- Chapter 6 Plan With the End in Mind: Visioning a Compassionate School
- The Innovative School District PreK–12th Grades
- SEL Data Team/Self-Assessment Checklist
- Case Study: ISD’s Response to Behavior Interventions
- Changing Positions to Change Lives
- What Does It Mean to Work in a Trauma-Informed School or School District?
- Chapter 7 From Theory to Practice: Transformationist Actions Convert ACEs to Aces
- Transformationist Schools and School Districts
- Transformationist Instructional Staff
- Transformationist School Counselors and School-Based Social Workers
- Transformationist School Psychologists and School Nurses
- Transformationist Support Staff (Office, Cafeteria, Custodial, Bus Drivers)
- Chapter 8 The Process, the Plan, the Transformation
- The Process
- Step 1: Assessing Capacity
- Step 2: Building Capacity
- Step 3: Implementation
- Step 4: Evaluating Program Effectiveness
- Where Is Our Sense of Urgency?
- The Plan: Implementation Guide to Transformation
- Implementation
- Evaluation and Planning
- Chapter 9 In Their Own Words
- Antwone Fisher
- Cleressa Brown
- Conor Black
- Maria Gonzales
- The Salomon Martinez Family
- Additional Reading and Resources
- Glossary of Terms
- References
- Index
Recent Product Reviews:
"For TESOL professionals, who often find themselves on the forefront of the “new normal” and are the closest to students whose behavior may express how they feel better than their limited English ability can, this book, with the transformational pedagogy it represents, is indispensable."
NYS TESOL Journal
"I cannot think of a book as needed as this one. It provides educators with a deeper understanding of the impact of childhood trauma on the educational experiences of young people, and it also gives us tools to support our students who have the most need while practicing necessary self-care to continue to serve them."
Lydia Adegbola, New Rochelle High School, NY
“How many times has an educator flown on a plane and been reminded to first put on his or her own oxygen mask before assisting others? As many times as we have heard this directive, we may not have reflected upon its importance to us. This book provides a wealth of research, resources, and tools to assist any school or district in accomplishing its mission to reach all students and to recognize the impact that ACEs have, first upon the student, but also upon the educator who is likely dealing with the ‘fallout’ of each student’s experiences. Never have I seen such a comprehensive book that provides both research and potential solutions in the form of systems and approaches. This is a must read for all educators!”
Lynn Lisy-Macan, University at Albany-SUNY
“Adequately covering the content is one thing, but actually relating the material to all of us who work in education by providing stories makes this book even more meaningful and powerful. Whether you are a superintendent or a custodian, Building Resilience in Children Impacted by Adverse Childhood Experiences is impactful and will change the way you view ACEs.”
Dustin Johnson, High Point University
“This entire book helps readers understand that kids may not be victims, but they are equally traumatized when they see things happening to those around them. It demonstrates that second-hand trauma does indeed exist. It goes a step further and has the reader analyze how he or she would react and how to go about creating a plan of action and then reviewing the plan. How can we go any further if we don’t look at our interventions? This is a practical book that educators needed yesterday. Using it equips school counselors, nurses, social workers, and teachers with the knowledge and tools to help children through trauma.”
Delsia Malone, AL Department of Early Childhood Education