Shifting a school culture and climate to be more trauma-informed includes increasing all staff capacity to utilize a trauma-informed, socially just, anti-racist, and equitable lens across all the systems and supports with which students and families interact.
Improving school culture requires significant investment from school leadership, particularly around staff professional development. School culture and climate shifts when schools implement intensive professional development, consultation, and coaching for staff around trauma-informed practices and wellbeing.
Conducting assessments that look at what schools are currently doing well and where there are areas for improvement allows for creating plans that meet the needs of the particular school community.
This assessment tool is supports school leaders and staff in assessing their use of restorative, trauma-informed practices and identifies the strengths and areas of improvement for cultivating a restorative, trauma-informed school. The term restorative reflects an integration of restorative practices.
A free interactive tool to assess mental health in schools and create plans for improving.
A collection of agency and environment trauma-informed assessments.
These are topics recommended by SBHC staff and experts to foster a more trauma-informed, healing centered environment.
Becoming Healing Centered and Trauma-Informed
|Prop 64 Roadmap for Training and Capacity Building Resources
Introduction to Trauma-Informed Care Principles
Trauma-Informed Classroom Management Strategies
|Handbook From Chaos to Calm
Healing Centered Design of Classrooms
|Healing Centered Design of Classrooms
Vicarious Trauma 101
Trauma and the Brain
|Powerpoint Presentation on De-Escalation
Culturally Responsive Teaching and Education Practices
|Culturally Responsive Teaching and the Brain
Impacts of Racial Trauma
It can take years for a wellness provider to be integrated into the school site and to establish the trust necessary to have larger impacts on the school culture and climate.
Many providers suggest:
- Attending as many professional developments as possible,
- Checking in with teachers individually,
- Scheduling meetings with administrators,
- Becoming a part of the school culture, and
- Having a visible presence on campus.
Incentivize teacher participation when asking for their time and share results with teachers to enhance buy in for any training and/or assessment work.
Include all adults that work on a school campus and may interact with students in trauma-informed professional development. A school is more likely to have a trauma-informed culture when all adults are empowered with the knowledge of the impacts of trauma and are included as a part of the community; this includes security staff, school line staff and community partners.
|SBHC staff conducted the school-wide SHAPE assessment and the results indicated that staff felt they did not have enough training on mental health for youth and how to support students impacted by trauma. This data allowed the SBHC staff to collaborate with the education administrators on providing more professional development for staff in these areas, allowing staff to more effectively support students’ mental health.
|By focusing on increasing relationships with education staff and providing resources for trauma-informed practices such as “Peace Corners” in classrooms, one SBHC staff member was asked to participate in the School Culture and Climate Teams on campus. This enabled them to participate in creating school-wide interventions and supports.