Presents a tiered approach to creating a trauma-informed school environment that addresses the needs of all students, staff, administrators, and families who might be at risk for experiencing the symptoms of traumatic stress.
The following resources on Schools were developed by the NCTSN.
Helps educators understand how they might address the interplay of race and trauma and its effects on students in the classroom. The guide outlines recommendations for educators and offers a list of supplemental resources.
Explores the importance of knowing the difference between appropriate and inappropriate school staff behavior with students.
Provides definitions of child traumatic stress and Attention-Deficit Hyperactivity Disorder (ADHD) and explains how symptoms can overlap, as well as summarizes some of the differences between the two.
Defines resilience and factors that enhance resilience in children following a potentially traumatic event.
Answers the question what is a trauma-informed child and family service system. This fact sheet details the components of a trauma-informed child and family service system.
Provides educators and school staff information on the challenges that occur when there is an allegation of educator abuse.
Provides an overview for providers on how to work with children and families who are living with intellectual and development disabilities (IDD) and have experienced trauma.
Discusses Project Fleur-de-lis (PFDL), an intermediate and long-term school-based mental health response to Hurricane Katrina.
Introduces the viewer to the needs of lesbian, gay, bisexual, transgender and questioning (LGBTQ) youth who have experienced trauma.
Focuses on understanding the intersection between cyberbullying and trauma.
Includes an overview of trauma-informed integrated healthcare by defining what it is (and what it is not), its goals and advantages, as well as benefits and challenges across four different integration models.