Document Type

Article

Publication Date

2021

Publication Source

International Journal of Teaching and Case Studies

Abstract

According to recent data, over 34 million students have experienced at least one or more types of serious childhood trauma. As a result, current and prospective school leaders urgently need to develop trauma-driven skills and abilities in order to create safe schools for all students and raise academic outcomes. This teaching case study raises issues related to trauma experienced among students and its impact on students and school improvement. The author discusses one case in a fictitious district that is representative of the kind of traumas many other American schools face. I also provide additional resources for practitioners.

ISBN/ISSN

1749-9151

Document Version

Postprint

Comments

The document available for download is the author's accepted manuscript, provided in compliance with the publisher's policy on self-archiving. Permission documentation is on file. To view the version of record, see the journal website.

Publisher

Inderscience

Peer Reviewed

yes

Keywords

Educational leadership, trauma informed leadership, trauma-savvy practices, PK-12 education

Embargoed until Saturday, December 11, 2021


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