A Model and Resources for Trauma Engaged Schools Planning
Heather Coulehan, AASB Social and Emotional Learning Coordinator
Many districts and schools have been working hard to become trauma engaged. As we look across Alaska, we can see this change. We hear school staff express a deeper understanding of trauma and the importance of social emotional learning (SEL). School staff respond differently to the trauma engaged school questions on the School Climate and Connectedness Survey (SCCS) and while participating in trauma engaged learning communities and training, we hear school staff asking deeper questions about how to do this work.
But there are still questions about what’s next. What does it actually look like to be trauma engaged in my district and in our schools and classrooms? How do we support the whole child? And how can I, as a board member, adopt policies, strategic plans and budgets that support this work?
This semester, Trauma Engaged and Social and Emotional Learning Champions are working together to answer these questions in a bi-monthly collaboration meeting hosted by AASB. During these meetings, school staff share how they are building relationships with students during Covid-19 and principals are sharing how school-wide policies and handbooks support trauma engaged practices. All of the Champions talk about the self-care skills they use. Many of the ideas come from Alaska’s Transforming Schools Trauma Engaged Toolkit.
Transforming Schools Toolkit
This semester, Trauma Engaged and Social and Emotional Learning Champions are working together to answer these questions in a bi-monthly collaboration meeting hosted by AASB. During these meetings, school staff share how they are building relationships with students during Covid-19 and principals are sharing how school-wide policies and handbooks support trauma engaged practices. All of the Champions talk about the self-care skills they use. Many of the ideas come from Alaska’s Transforming Schools Trauma Engaged Toolkit.
One resource that Alaskan SEL and Trauma Engaged Champions are using in bi-monthly meetings is the planning process described in the Planning & Coordination of Schoolwide Efforts section of the Toolkit. As you read about how the Champions are using this process, consider where your board is with trauma engaged planning.
The action steps for trauma engaged planning include:
- Build trust, cultivate relationships, and focus on common purpose.
- Use data and local knowledge to decide your key needs and actions.
- Get input from the community.
- Create clear steps and processes for moving forward together.
- Establish common language, standards, and practices.
Thinking about your own work:
What Trauma Engaged planning has your district carried out?
Building Trust, Relationships, and Common Purpose
In January, Champions co-created norms for collaboration using a tool called Invitation to Brave Space, and through this process built a community based on trust. Champions used an activity that they can use with their school teams to reflect on why each person was showing up for this work. This helps build relationships across a team and remind each of us why we are at the table. From this reflection, Champions stated this common purpose, “We are committed to growth, equity and hope. We have so much love in our hearts. We need to keep listening. We are committed to safety, health and being well. We need collaboration regularly.”
Thinking about your own work:
How do you build trust and relationships on your board? How have you worked on trauma engaged work together as a board and for your district?
Using Data and Local Knowledge to Decide Key Needs and Actions
In February and March, Champions reviewed data and from the data made recommendations for key actions that would move the work forward. Data included:
- Stories (their own and others)
- Tools like the School Climate & Connectedness Survey (SCCS)
- An equity assessment to assess student/community needs
From this data conversation, Champions identified these key needs and actions:
- Focus on Relationship Building: Community and school interacting with one another in an “open-door” way. Being receptive to learning from each other.
- Promote Cultural Traditions & Practices for Healing: Traditional healing, resiliency and bonding in a time of grief and loss.
- Advocate for SEL & CRE: Advocating for implementation of social emotional learning (SEL) and culturally responsive education (CRE). Being cognizant of the traditions and values of our communities by integrating all aspects through the curriculum and school programs
Thinking about your own work:
When and how will you look at the SCCS and other data to guide your trauma engaged planning and to better understand the conditions for learning?
Getting Buy In (Check Double Check)
Now that the Champions have identified the key needs and general action steps, they are using the bi-monthly meetings in April to outline clear steps and processes for moving forward. Champions are developing an “Advice from the Field” document with shared language, standards, and example practices for developing school-wide Trauma Engaged Practices. Champions will be able to use this document to get buy-in and input from their colleagues, families, students, and community.
Thinking about your own work:
What is your district’s trauma engaged road map? Do you have a coordinated way that all staff work together? How do you get buy in?
School Board Role in Trauma Engaged Planning and Coordination
School board members have a key role in Trauma Engaged Planning and Coordination. Board member roles are outlined in the Trauma Engaged Toolkit and are reviewed below aligned with AASB Board standards.
VISION: One or two school board members can serve on the Trauma Engaged Team for the district and/or schools. They can bring in the board’s strategic vision forward and serve as a liaison to the board.
STRUCTURE & ADVOCACY: School boards can endorse the Trauma Engaged Team plan and support areas that are within their board roles such as strategic plan, policy, budgeting, curricula, etc.
ACCOUNTABILITY: Build in time and a way to receive regular updates and progress reports on school-wide practice changes, performance measures, and outcomes.
CONDUCT-ETHICS: Reflect on the ways your board builds trust and relationships. Model trauma engaged skills in interactions.
For More Information
We can help! The AASB trauma engaged services page describes how the ICE Team can offer support as you move forward with trauma engaged education in your district.
Contact Heather Coulehan for more information.
For additional resources and publications visit the AASB trauma engaged resources page or the DEED Transforming Schools page.