School-Wide Policies, Classroom Strategies, Mental Health, and Family/Community Partnerships

A trauma-sensitive school is a safe and respectful environment that enables students to build caring relationships with adults and peers, self-regulate their emotions and behaviors, and succeed academically, while supporting their physical health and well-being. 

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* 1. School contains predictable and safe environments (including classrooms, hallways, playgrounds, and school bus) that are attentive to transitions and sensory needs.

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* 2. General and special educators consider the role that trauma may be playing in learning difficulties at school.

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* 3. Leadership (including principal and/or superintendent) develops and implements a trauma-sensitive action plan, identifies barriers to progress, and evaluates success.

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* 4. Discipline policies balance accountability with an understanding of trauma.

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* 5. Support for staff is available on a regular basis, including supervision and/or consultation with a trauma expert, classroom observations, and opportunities for team work. 

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* 6. Opportunities exist for confidential discussion about students

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* 7. School participates in safety planning, including enforcement of court orders, transferring records safely, restricting access to student-record information, and sensitive handling of reports of suspected incidents of abuse or neglect. 

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* 8. On-going professional development opportunities occur as determined by staff needs assessments.

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* 9. Expectations are communicated in clear, concise, and positive ways, and goals for achievement of students affected by traumatic experiences are consistent with the rest of the class.

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* 10. Students' strengths and interests are encouraged and incorporated. 

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* 11. Activities are structured in predictable and emotionally safe ways. 

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* 12. Opportunities exist for students to learn and practice regulation of emotions and modulation of behaviors. 

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* 13. Classrooms employ positive supports for behavior.

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* 14. Information is presented and learning is assessed using multiple modes. 

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* 15. Opportunities exist for learning how to plan and follow through on assignments. 

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* 16. Policies describe how, when, and where to refer families for mental heath supports; and staff actively facilitate and follow through in supporting families' access to trauma-competent mental health services.

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* 17. Access exists to trauma-competent services for prevention, early intervention, treatment, and crisis interventions. 

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* 18. Protocols exist for helping students transition back to school from other placements. 

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* 19. Mental health services are linguistically appropriate and culturally competent. 

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* 20. Staff has regular opportunities for assistance from mental health providers in responding appropriately and confidentially to families. 

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* 21. Staff uses a repertoire of skills to actively engage and build positive relationships with families. 

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* 22. Strategies to involve parents are tailored to meet individual family needs, and include flexibility in selecting time and places for meetings, availability of interpreters, and translated materials. 

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* 23. All communications with and regarding families respect the bounds of confidentiality.

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* 24. School develops and maintains ongoing partnerships with state human service agencies and with community-based agencies to facilitate access to resources.

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* 25. When possible, school and community agencies leverage funding to increase the array of supports available. 

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