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In this final episode of a 5-part series, Dr. Ayre and Dr. Krishnamoorthy return to discuss tools and strategies to support teachers with challenges presented by COVID-19, and the return of children back to school.

In this 5-part series, Dr. Ayre and Dr. Krishnamoorthy return to discuss tools and strategies to support teachers with challenges presented by COVID-19, and the return of children back to school.

In this 5-part series, Dr. Ayre and Dr. Krishnamoorthy return to discuss tools and strategies to support teachers with challenges presented by COVID-19, and the return of children back to school.

In this 5-part series, Dr. Ayre and Dr. Krishnamoorthy return to discuss tools and strategies to support teachers with challenges presented by COVID-19, and the return of children back to school.

In this 5-part series, Dr. Ayre and Dr. Krishnamoorthy return to discuss tools and strategies to support teachers with challenges presented by COVID-19, and the return of children back to school.

Educational leadership can be complex and challenging. So what does a trauma informed approach have to offer? Listen in to our 8 part leadership coaching series on trauma informed leadership. In this episode we discuss: Time. Our allocations of periods of time reflect our values. Our sequencing of events, construction of moments, and constructions of actions allows us to scaffold and draw a connecting thread through learning occasions to create a unity. To learn more, visit www.tipbs.com

Educational leadership can be complex and challenging. So what does a trauma informed approach have to offer? Listen in to our 8 part leadership coaching series on trauma informed leadership. In this episode we discuss: Language. As a culture shaper, language helps us to direct attention and action. However, the words and structures that make up language not only convey an explicit surface meaning, but also impart a set of deeper associations and connections that implicitly shape thought and in uence behavior. This is the hidden power of language: Its ability to subtly convey messages that shape our thinking, sense of self, and group affinity. To learn more, visit www.tipbs.com Trauma Informed Leadership: Expectations by Trauma Informed Education with Dr. Kay Ayre is licensed under a Creative Commons License.

In this research review podcast, we review the journal article “Trauma Informed School Programming: Applications for Educators and Mental Health Professional Partnerships”. The article is written by Brenda Morton and Anna Beradi from the George Fox University. You can find the full reference to the article in our show notes. The article examines the challenges and conceptual shifts required by educators to ensure effective and sustainable implementation of trauma-informed school partnerships. For the reference to the journal article discussed, check out the show notes at www.tipbs.com

Teaching methods are now personalised and student-focused, using an array of activities and modalities.Classrooms should now be flexible learning spaces, which enable multiple users to work concurrently with multiple purposes. So how do you incorporate the specific needs of an trauma informed approach into the design of a school? That’s the question the Oklahoma City-based nonprofit organization Positive Tomorrows asked itself when it was daydreaming about a new building that could meet the many needs of its students. Positive Tomorrows has been educating homeless kids and providing social services to families since 1989. Today we speak with Gary Armbruster and Amy Brewer.To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.

Educational leadership can be complex and challenging. So what does a trauma informed approach have to offer? Listen in to our 8 part leadership coaching series on trauma informed leadership. In this episode we discuss: Expectations. Expectations are a set of beliefs surrounding future outcomes and anticipated results. As a trauma informed leader, expectations operate as ‘action theories’ that influence our own efforts in relation to the achievement of desired goals for our work and outcomes with respect to our teaching. In this way, expectations not only set our course, but also act as an internal compass that keeps us moving toward our goal. To learn more, visit www.tipbs.com

Relationships change the brain. The good news from the science and research on brain development is that while our earliest interpersonal experiences may have created unhelpful patterns, new patterns are formed as children develop into adults. Today we speak with Bonnie Badenoch. Bonnie is a master therapist, supervisor, teacher and author who has spent the last 15 years integrating the discoveries of neuroscience into practice. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.

Building trauma-sensitive schools involves changes to school policy, practice, and culture and requires ongoing efforts to ensure that all students—including students affected by trauma—are experiencing social, emotional, and educational success. As school and district leaders, you play a crucial role in bringing about change. Developing and sharing a vision of trauma sensitivity and the process for achieving it will help to overcome challenges by charting a course of action and maintaining focus and commitment among staff. Learn more about the risks of not adopting a trauma informed approach and strategies to change school cultures. To learn more, visit www.tipbs.com

Today we speak with Dr. Jaime Mendoza-Williams, the head of student wellness at Mindright – a nonprofit that provides personalized mental health coaching over text message to teens. Developed by Ashley Edwards and Alina Liao, MindRight provides programs aimed at empowering youth of colour to heal from trauma and systemic oppression, including poverty, violence, racism, and discrimination. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.

What are the principles of trauma informed practice and what do they look like in practice in schools? Listen to Dr. Ayre and Dr. Krishnamoorthy discuss practical strategies for how to communicate, teach and accomodate for the needs of traumatised students in a safe and inclusive school environment. To learn more, visit www.tipbs.com

For many of us advocating for trauma informed practices, we may find ourselves isolated in schools that are stressed, under-resourced and punitive. In these systems, compassionate and thoughtful strategies to help students is met with strong opposition and cynicism. So what can be done to change such schools? In this episode, we speak with psychiatrist, Dr. Sandra Bloom. In addition to her faculty position at the School of Public Health at Drexel, she is President of CommunityWorks, an organizational consulting firm committed to the development of nonviolent environments. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com

In this Key Concepts episode, we are looking at the concept of sensitisation, its implications for how students cope with adversity, and how it might inform our efforts to support them. To learn more about the trauma informed positive behaviour support program, please visit www.tipbs.com

Sports and exercise can be a powerful tool of engagement and teaching,. But it can also be a stressful experience for students who struggle at school. Learn about the science of trauma informed physical education with Megan Bartlett. Megan has spent most of her career working in, designing, and advocating for programs that use sports to promote youth development and positively impact communities. She speaks regularly on the power of sport to create social change and help kids heal and is co-author of the book Re-Designing Youth Sports: Change the Game. Megan serves on Nike's Global Training Advisory Group and is working Dr. Bruce Perry and the Child Trauma Academy to create the Neurosequential Model in Sport-—a fully trauma informed sport intervention model. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.

With research on trauma informed practice growing in leaps and bounds, we run the risk of losing sight of the harrowingly emotional experience of the students we are trying to help. So how do we stay empathic and remind ourselves of the needs of these children? Today we speak with Nathanael Matanick. Nathanael is the director and producer of ths short film, ReMOVED. The short film powerfully portrays the emotional journey of a nine-year old girl who is taken from her abusive birth home and placed in the tumultuous foster care system. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.

We explain a key concept of trauma informed practice in schools - the concept of adaptation. To learn more about the trauma informed positive behaviour support program, please visit www.tipbs.com

With the increasing awareness of the benefits of sensory strategies in the classroom, how can we use these strategies in a coherent and meaningful way to get the most impact? Today we speak with Kimberley Hodges.Kimberly has dedicated her career to working with students identified as having severe emotional behavior disorders. She has worked in the private residential and public-school settings as a behavior specialist, classroom teacher and instructional lead teacher. Kimberly received her Master’s in Special Education from Georgia State University and her Specialist in Education from University of Missouri with a concentration in Mental Health in Schools. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.