By Bruce D. Perry, 2006. “This chapter reviews fundamental issues that may help educators better understand the nearly one-third of the adult population who bring to their classroom a history of abuse, neglect, developmental chaos, or violence that influences their capacity to learn, as well as those who, in response to stress-inducing pedagogical methods, have acquired cumulative educational trauma leading to fear conditioning.” [excerpt from Abstract]

Authors used the Substance Abuse and Mental Health Services Administration’s (SAMHSA) guidance on trauma-informed approaches to care. Principles include: safety; trustworthiness and transparency; peer support; collaboration and mutuality; empowerment, voice, and choice; and cultural, historical, and gender issues. Authors speak to the “potential influences of four types of intersectional traumas and stressors that may occur at multiple socioecological levels: pandemic-related trauma and stressors; other forms of individual, group, community, or mass trauma and stressors; historical trauma; and current general life stressors.”

By Patricia A. Jennings, 2019. The article is excerpted from her book, The Trauma-Sensitive Classroom: Building Resilience with Compassionate Teaching. NOTE: The author’s work is centered around children and adolescents/K-12

By Mays Imad, 2021. “After I [the author] describe the primary source of traumatic stress many faculty members are experiencing, I offer trauma-informed suggestions for how educational developers can help mitigate the effects of that stress. Importantly, in order to do this work of supporting faculty effectively and sustainably, it is critical that educational developers continue to attend to their own well-being.” [excerpt from Abstract]

By Shannon Davidson, Ph.D., Education Northwest. This resource (briefly) addresses various populations (e.g. current/former foster youth; refugees, etc.). Provides questions to guide development of trauma-informed practices (15). Identifies de-escalation techniques (16). Addresses potential benefits of students us of mindfulness as a practice for students who’ve experienced trauma (19). Provides guidance for educators re: retraumatization, vicarious trauma, and compassion fatigue (20).