In Section I, we reviewed foundational concepts informing a trauma-informed approach to education. Armed with this information, you can better understand its application to school environments—the focus of Section II.
We begin with identifying the six elements of an education system requiring change in order for TISP to be effective for students. Chapter 7 explores Phase I preliminary themes and tasks that Districts, Schools, and Educators need to address prior to implementing change in the routines and practices of Schools and Classrooms. Community member inclusion is addressed as a District task. The change process is guided by a diverse Strategic Planning Team on the District and School levels, and an Action Plan for classroom teachers.
Chapter 8 addresses the specific needs of classroom teachers, who engage in the most sustained contact with each student. Focus on implementing Phase I of TISP is emphasized as well as further developing the classroom teachers’ Action Plan.
Phase II focuses primarily on strategies for mentoring students in self-regulation skills. This is the central challenge for students requiring the greatest amount of assistance in response to significant behavioral dysregulation. Chapter 9 provides guiding principles for conceptualizing and responding to behavioral disruptions in a manner congruent with TISP premises and goals.