Beginning Within: Marking a New Journey Toward Equity in Trauma-Informed Education Practices

Beginning Within: Marking a New Journey Toward Equity in Trauma-Informed Education Practices

An exponentially increasing number of students experience traumatic events in their daily lives. To address this phenomenon, Beginning Within: Marking a New Journey Toward Equity in Trauma-Informed Education Practices delves into the profound impact of adverse childhood experiences (ACEs). It brings together extensive research, thoughtful contemplations, and innovative ideas that shed light on some of the lesser-explored aspects of trauma-informed practices in education. Authors in the book have developed chapters around three guiding models for systemic change: John Kotter’s (1996/2012) Eight-Step Model for Organizational Change; Fallot and Harris’ (2001) Five Guiding Principles of Trauma-Informed Practice; and Smith, et al.'s (2017) five-level Building Equity Taxonomy. The chapters reflect the growth, grief, and galvanizing challenges that have shaped and continue to shape our understanding of equality, safety, and organizational change around trauma-informed educational practices. Hear from authors, experts, and leaders in the education field who are leading the way in systemic change, ranging from the work in Missouri after the shooting of Michael Brown in Ferguson, to university professors and classroom teachers seeking ways to use the past as guideposts toward a new journey of equity in trauma-informed practices, with each step paved by three research-supported tenets for creating a climate of trauma-informed practices, as offered by the editors of the book: The journey to equity begins with a deep dive into each stakeholder's internal beliefs about self-care. - Self-care must be a priority, otherwise, caring for students comes at the lasting cost of secondary traumatic stress (STS) and teacher burnout. - A sense of well-being must extend beyond the school building and into the community. Whether the reader is a pre-service teacher, a current teacher, an aspiring or current administrator, or an educator preparation faculty member, ideas are shared that can be implemented within a variety of schools, programs, or academic organizations. Perfect for courses such as: Trauma-Informed Education; Trauma-Informed Teaching; Foundations of Trauma-Informed Education; Trauma-Informed Practices and Pedagogy; Trauma-Informed Practices and Resilience; Trauma-Informed Classroom Teachers; Introduction to Becoming a Trauma-Informed Educator; Trauma-Sensitive Learning Environments; Foundations of Trauma-Informed Practices and Wellness “ Beginning Within: Marking a New Journey Toward Equity in Trauma-Informed Education Practices was a true joy to read. Having recently launched a department focused on student support and behavioral concerns, it validated what I’ve experienced working with college students and colleagues. It is so important that students feel a sense of belonging and connectedness to enhance their academic success. This book offers thoughtful reflections on just how important this is, how implementing small changes can make a big difference, and helped me see my own challenges from a new perspective. The recommendation to read it with colleagues really could not have been more true for me ―At our next staff meeting, I brought up how great of a read it was and that our team should review it together. There were even a few passages I marked to show colleagues because it echoed conversations we recently had.” -- Kristine Bogue, M.S., Director of Student Compliance/Deputy Title IX Coordinator, Jefferson College “As a 30+ year educator, this book, Beginning Within: Marking a New Journey Toward Equity in Trauma-Informed Education Practices , reinforced many of the challenges and issues that I have faced in the educational world. It offers a powerful lens into the intersection of trauma, equity, and systemic change in education. Grounded in the voices and experiences of a variety of authors, its reflections are both personal and practical, honoring lived experiences while offering pathways for transformation. It reminded me why I became a teacher in the first place: to help create a safe, just, and empowering space for all students. This is essential reading for any educator committed to trauma-informed educational practices seeking organizational change.” -- Dr. Mollie Bolton, Chief of Teaching, Learning & Accountability, Special School District of St. Louis County “With a poignant urgency evident in this compendium, readers will gain the authors' collective wisdom of the complexity of childhood trauma and an evidence-based, yet relatable, framework for responding. Perspectives on trauma ingrained in self-care, to trauma rooted in children's communities, to trauma present on university and systemic levels are woven seamlessly together, giving readers both an empirical and deeply humane understanding of being trauma informed. Anyone that supports students will identify with this book's insight and will feel compelled to act.” -- Jennifer Heithaus, MD, Associate Professor, Director, Division of Deve