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Why Staff Wellness Is a Student Outcome Strategy

If you’ve worked in education, you’ve probably experienced it.

The kind of exhaustion that sleep doesn’t fix.

The feeling of carrying dozens—sometimes hundreds—of stories home with you at the end of the day. The weight of worrying about students after you’ve left the building. The emotional tug of wanting to do more, give more, solve more, even when you know you’ve already given everything you had.

As educators, we’re remarkably good at caring for others.

Sometimes we’re not nearly as good at caring for ourselves.

Somewhere along the way, many of us were taught—either directly or indirectly—that our own well-being was secondary to the needs of our students.

But after years in education, I’ve come to believe something different.

Taking care of educators isn’t separate from taking care of students. It is one of the most important ways we take care of students.

The Hidden Cost of Caring

Education has always been deeply relational work.

That’s one of its greatest strengths.

It’s also one of its greatest challenges.

Every day, educators step into the lives of young people carrying far more than academic needs. We support students experiencing anxiety, grief, trauma, instability, loneliness, and uncertainty. We celebrate their victories and sit with them in their hardest moments. We become trusted adults, mentors, advocates, listeners, and often safe havens.

The privilege of that role is profound.

The cost can be, too.

Over time, many educators experience what researchers describe as secondary traumatic stress or compassion fatigue. We absorb pieces of the pain around us and carry stories that were never ours to carry alone. We continue showing up because our students need us, often without realizing how depleted we’ve become in the process.

The challenge is that burnout rarely arrives all at once.

It tends to arrive quietly.

It looks like the educator who once felt energized by the work but now feels numb. The teacher who loves students deeply but finds themselves emotionally exhausted before the day even begins. The administrator who spends so much time supporting everyone else that they can no longer remember the last time someone checked on them.

Burnout isn’t a sign of weakness.

Often, it’s evidence that someone has been strong for too long without enough support.

Healthy Adults Create Healthy Systems

In education, we often talk about student outcomes as though they exist independently from adult well-being.

But students experience school through the adults who serve them.

The culture of a school is shaped by the emotional health of the people within it.

Students learn emotional regulation from regulated adults. They learn empathy from adults who have the capacity to extend it. They learn resilience from adults who model healthy ways of navigating challenge and adversity.

This is especially true in trauma-informed schools.

We cannot create environments of safety, connection, and belonging for students while simultaneously operating in systems that leave adults overwhelmed, unsupported, and running on empty.

The reality is simple: exhausted adults have a harder time building relationships. Burned-out educators have less capacity for patience, creativity, collaboration, and connection—not because they don’t care, but because they are human.

That’s why staff wellness cannot be viewed as a perk, a bonus initiative, or something to address only when time allows.

It is a foundational component of school improvement.

It is a student outcome strategy.

The Summer Invitation

June offers something education rarely does: a natural pause.

A chance to breathe.

A chance to reflect.

A chance to ask ourselves a question we encourage students to consider all the time:

What do I need?

Not what my students need.

Not what my team needs.

Not what my district needs.

What do I need?

For some educators, the answer may be rest. For others, it may be stronger boundaries, meaningful connection, counseling, movement, creativity, faith, time outdoors, or simply permission to be a person instead of a professional problem-solver for a little while.

Whatever the answer is, it matters.

Because the goal of summer shouldn’t be merely recovering enough to survive another school year.

The goal should be restoration.

We deserve more than survival.

So do our students.

A Different Definition of Strength

For years, education has celebrated the educators who stay late, carry the heaviest loads, and sacrifice endlessly for their students.

While those acts often come from a place of genuine care, I wonder if it’s time we expand our definition of strength.

Perhaps strength isn’t just showing up for others.

Perhaps it’s recognizing when we need support ourselves. Perhaps it’s setting healthy boundaries and caring for our physical, emotional, mental, and relational well-being before reaching a point of exhaustion. Perhaps it’s understanding that we cannot sustainably give students what we no longer possess ourselves.

The best educators I know are not the ones who never become tired.

They’re the ones who understand that caring for themselves is part of caring for others.

As another school year comes to a close, I hope every educator hears this message clearly:

You are more than your lesson plans.

More than your data.

More than your responsibilities.

More than the problems you’re trying to solve.

You are a human being whose well-being matters—not only because you deserve it, but because every student who walks through your doors deserves a healthy, hopeful, supported adult waiting on the other side.

And that begins with taking care of the person in the mirror first.

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The Most Powerful Intervention in Education Isn’t a Program

Every educator can remember a student who stayed with them long after the school year ended. 

Maybe it was the child who rarely spoke but somehow trusted you enough to share their story. Maybe it was the student who spent more time in the office than the classroom, yet lit up when someone finally took the time to understand them. Maybe it was the teenager who seemed disengaged on the surface but was quietly carrying more than any young person should have to bear. 

And if you ask adults to reflect on the educators who changed their lives, their stories are remarkably similar. Rarely do they begin by talking about a lesson plan, a curriculum, or an intervention strategy. Instead, they talk about a person. 

A teacher who believed in them when they didn’t believe in themselves. A coach who challenged them to become more than they thought possible. A counselor who listened without judgment. A principal who knew their name. 

They remember feeling seen. 

They remember feeling valued. 

They remember feeling like they mattered. 

Long after the details of their education have faded, those relationships remain. 

The Foundation Beneath Every Framework 

In education, we often find ourselves searching for the next solution. We invest in new initiatives, implement evidence-based practices, and develop systems designed to improve outcomes for students. These efforts are important and necessary. 

Yet amidst conversations about academics, behavior, attendance, mental health, and intervention systems, it can be easy to overlook the thread that connects them all. 

Relationships. 

Whether we’re talking about Trauma-Informed Care, MTSS, PBIS, SEL, restorative practices, or student engagement, each framework ultimately depends on the quality of the relationships within a school community. 

Research on resilience has consistently pointed to one of the strongest protective factors in a child’s life: the presence of at least one caring, stable adult. 

Not a perfect adult. 

Not an expert with all the answers. 

Simply someone who communicates, through their actions and presence, “You matter here.” 

For some students, that relationship exists at home. For others, school may be the place where they encounter it most consistently. That reality carries tremendous responsibility, but it also carries incredible hope. 

Because while educators cannot control every challenge a student faces, they can create environments where every student feels known, valued, and connected. 

Belonging Before Achievement 

We often speak about academic achievement as the ultimate goal of education. But before students can fully engage in learning, they need something deeper. 

They need belonging. 

A student who feels disconnected from their school community is less likely to attend regularly, participate in class, seek help when needed, or persevere through challenges. On the other hand, students who feel connected to trusted adults are more likely to take risks, build resilience, and remain engaged even when learning becomes difficult. 

This isn’t because relationships replace rigorous instruction. 

It’s because relationships make rigorous instruction possible. 

Human beings are wired for connection. We learn best when we feel safe. We grow when we feel supported. We thrive when we believe we belong. 

When educators intentionally create classrooms where students feel welcomed, respected, and valued, they aren’t stepping away from academic priorities. They are strengthening the very conditions that allow learning to occur. 

Belonging is not a soft skill. 

It is a foundational need. 

The Extraordinary Power of Ordinary Moments 

Perhaps the most encouraging aspect of this work is that life-changing relationships are rarely built through dramatic gestures. More often, they emerge through small moments repeated consistently over time. 

A teacher greeting students at the door each morning. 

A counselor checking in after noticing a difficult week. 

A coach refusing to give up on a struggling athlete. 

A secretary who remembers a student’s name. 

A bus driver who asks how yesterday’s game went. 

These moments may seem insignificant in isolation. Yet together, they communicate a powerful message: “I see you.” 

For a student who feels invisible, that message can change everything. 

Many educators underestimate the impact they have because the most meaningful outcomes are often impossible to measure. There is no data dashboard for confidence restored. No benchmark assessment for hope renewed. No progress monitoring chart for a student who finally begins to believe they belong. And yet these transformations happen every day in schools. 

Quietly. 

Consistently. 

One relationship at a time. 

The Legacy We Leave 

As another school year comes to a close, educators everywhere are reflecting on the difference they’ve made. 

Some evidence will be visible in growth reports, attendance data, graduation rates, and academic outcomes. Those measures matter, and they tell an important part of the story. 

But they do not tell the whole story. 

The whole story includes the student who found their voice because someone encouraged them to speak. The child who kept showing up because someone was waiting for them. The young person who chose hope over hopelessness because an adult believed their future could be brighter than their present. 

Those moments may never appear in a report. 

They may never be fully known. 

But they are often the moments that matter most. 

In a profession constantly searching for new programs, new strategies, and new solutions, perhaps this is the reminder we need most: the most powerful intervention available in any school has never been a curriculum, a framework, or an initiative. 

It has always been a person. 

A caring adult who chooses, day after day, to show up, build relationships, and remind students that they are worthy of being seen. 

And sometimes, that is the very thing that changes the course of a life.

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One Framework, Many Names: Why Trauma-Informed Care, PBIS, SEL, and MTSS Belong Together 

Walk into almost any school today and you’ll hear conversations about Trauma-Informed Care, PBIS, Social-Emotional Learning (SEL), and Multi-Tiered Systems of Support (MTSS). Too often, these approaches are discussed as separate initiatives competing for educators’ time, attention, and resources. 

The reality is much simpler. 

They are not separate initiatives. 

They are different expressions of the same educational philosophy: creating environments where every student can belong, engage, and thrive. 

For years, education has searched for the next program capable of solving complex challenges such as behavioral concerns, mental health needs, disengagement, chronic absenteeism, and academic achievement gaps. Yet the most effective schools have discovered that sustainable improvement rarely comes from implementing another program. It comes from adopting a universal design for learning, relationships, and support. 

MTSS provides the structure. 

PBIS provides the behavioral framework. 

SEL develops the competencies. 

Trauma-Informed Care provides the lens. 

Together, they create a comprehensive approach to supporting the whole child. 

Moving Beyond Initiatives 

One of the greatest barriers schools face is initiative fatigue. Educators are often asked to implement multiple frameworks simultaneously, each with its own training, terminology, and expectations. 

When viewed independently, PBIS can feel like a behavior program. SEL can feel like another curriculum. Trauma-Informed Care can feel like an additional responsibility. MTSS can feel like a compliance process. 

But when viewed together, they become a coherent system. 

A school implementing MTSS effectively should naturally be utilizing trauma-informed practices to understand student behavior, SEL competencies to build student skills, and PBIS structures to create predictable, supportive environments. 

The work is not additive. 

It is integrative. 

Trauma-Informed Care: Understanding the “Why” 

Trauma-Informed Care begins with a simple but transformative shift in perspective. 

Instead of asking, “What’s wrong with this student?” 

We ask, “What has this student experienced, and what support do they need?” 

Research continues to demonstrate that adverse experiences can significantly impact brain development, emotional regulation, attention, executive functioning, and learning. Students affected by trauma may struggle to access the very skills schools expect them to demonstrate. 

A trauma-informed approach does not lower expectations. 

It helps educators understand barriers to meeting those expectations. 

This perspective becomes the foundation upon which all other systems operate. 

PBIS: Creating Predictability and Belonging 

If trauma-informed care helps us understand student needs, PBIS helps us create environments that respond to those needs proactively. 

Students thrive in environments that are predictable, safe, and relational. 

Clear expectations, consistent routines, positive acknowledgment, and restorative responses reduce uncertainty and foster belonging. These are not merely behavior-management strategies. They are protective factors that support resilience and emotional safety. 

When implemented well, PBIS becomes a vehicle for prevention rather than punishment. 

It helps create the conditions necessary for learning. 

SEL: Teaching the Skills We Expect 

Too often schools expect students to demonstrate skills they have never been explicitly taught. 

We expect emotional regulation, conflict resolution, self-awareness, empathy, perseverance, and responsible decision-making. 

Yet these skills, like reading and mathematics, require instruction and practice. 

SEL provides the instructional component of student development. It equips students with the competencies necessary to navigate challenges, build relationships, and engage productively in school communities. 

Importantly, SEL is not separate from academics. 

It is foundational to academics. 

Students who can regulate emotions, persist through challenges, and collaborate effectively are better positioned for success in every classroom. 

MTSS: The Architecture of Support 

While Trauma-Informed Care, PBIS, and SEL provide essential practices, MTSS provides the organizational framework that ensures support reaches every student. 

MTSS helps schools answer critical questions: 

  • Are all students receiving universal supports? 
  • Which students need additional intervention? 
  • Are interventions producing desired outcomes? 
  • How do we allocate resources equitably and effectively? 

Without MTSS, schools risk implementing valuable practices without a systematic method for identifying needs, monitoring progress, or ensuring equitable access to support. 

MTSS transforms good intentions into sustainable systems. 

The Future of Student Support 

The future of education does not lie in choosing between Trauma-Informed Care, PBIS, SEL, or MTSS. 

The future lies in recognizing that they were never meant to stand alone. 

The most successful schools understand that academic achievement, behavior, mental wellness, relationships, and belonging are deeply interconnected. Students do not experience school through separate initiatives, and educators should not be expected to implement support systems that way. 

When schools adopt a unified framework—one that is trauma-informed, relationship-centered, skill-building, and data-driven—they move beyond compliance and toward transformation. 

The question is no longer which initiative to prioritize. 

The question is how effectively we can align them to create schools where every student feels safe, connected, supported, and capable of success. 

That is not another initiative. 

That is simply good education.

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Summer PD You’ll Actually Use Next Year

A Reflection from One Educator to Another 

Ok, can I be honest with you for a second? 

I used to dread summer PD. 

There. I said it. The binders we never opened again. The keynote that was inspiring in the moment and completely gone by August. The three-hour workshop on a strategy that sounded great until you tried it on a real Monday with real kids who hadn’t slept and had three tests that week. 

I have sat through a lot of professional development in my career. Some of it changed me. A lot of it didn’t. 

And somewhere in the middle of all of it, I started asking a different question. Not “Was this interesting?” but “Will I actually be able to use this?” 

That question changed everything. 

Summer Is a Gift — Don’t Waste It on Forgettable PD 

Here’s the thing about summer that nobody talks about enough: it is the only time in the school year when you have room to think. Real thinking. Slow, spacious, what-if kind of thinking. 

During the school year, we’re in survival mode more often than we’d like to admit. We’re reacting, pivoting, staying afloat. We don’t have the bandwidth to deeply learn something new and actually integrate it. 

But summer? Summer is different. Your nervous system gets a chance to downshift. Your brain gets to wander. And when you find the right learning — the kind that speaks directly to the real problems you’ve been carrying all year — something clicks in a way it just can’t when you’re in the thick of it. 

So the question isn’t whether to invest in yourself this summer. The question is: what kind of learning will actually travel back into the classroom with you in the fall? 

I have an answer. And I think you already know what I’m going to say… 

…The PD That Follows You Home 

The professional development that has stayed with me the longest hasn’t been about curriculum maps or data dashboards. It’s been the learning that helped me understand people — including myself. 

It’s been the training that finally gave me language for what I was watching in my classroom every day. The kid who couldn’t sit still wasn’t defiant — his nervous system was dysregulated. The girl who shut down during transitions wasn’t lazy — she was in a fear response. The student who lashed out right before lunch wasn’t a behavior problem — he was surviving. 

When I got trauma-informed, everything changed. 

Not just my discipline approach. Not just my classroom culture. My entire relationship with the work changed. I stopped feeling like a failure on the hard days. I started responding instead of reacting. I felt more effective, more compassionate, and — I won’t lie — a lot less burned out. 

So What Does That Actually Look Like? 

Let me walk you through some options that I wish I’d had earlier in my career — and that I genuinely believe can transform how you show up in the fall. 

If You Have Half a Day… 

Some of the most powerful learning I’ve experienced happened in a single focused morning — and Starr has several half-day sessions that prove exactly that. 

Depending on where you are and what you need most, there’s something for you: maybe it’s rethinking discipline through a trauma-informed lens or finally addressing the compassion fatigue you’ve been quietly carrying. Maybe it’s walking into September with a toolkit of belonging-centered strategies or shifting how your whole school thinks about safety and connection. Whatever the itch you most need to scratch, there’s a half-day designed for it. 

These sessions are practical, grounded, and built to travel home with you. 

💡 Starr’s half-day trainings are available in-person or virtually — flexible, budget-conscious, and ready to deploy. Explore the all of the options. 

If You Have a Full Day… 

One full day, invested wisely, can reorient the entire trajectory of your year. 

Starr’s full-day Building Resilient Classrooms training gives you the whole picture — the neuroscience, the heart, and the how. You’ll come away understanding not just why students do what they do, but exactly what to do about it. It’s the training I wish I’d had in year one. Evidence-based, deeply human, and built for Monday morning. 

💡 Interested in bringing a full-day training to your school or district? Reach out to discuss how to schedule your session.

If You’re Ready to Go Deep… 

Some summers, you feel the pull toward something more. Something that doesn’t just add to your toolkit but genuinely changes your professional identity. 

“10 Steps to Create a Trauma-Informed Resilient School” is Starr’s signature two-day certification training — and it is the real deal. 

This is where you earn your Certified Trauma and Resilience Specialist (Education) credential. It’s not just information; it’s transformation. You walk away with concrete, research-backed steps to shift your entire school system toward trauma-informed, resilience-focused practice. It answers not just the why but the detailed, unglamorous, glorious how. 

And here’s what one participant said — and I promise I’m not just putting a pretty quote in because I have to: 

“I loved the different resources and strategies that [the trainer] led us through. They were tangible, practical things we could use in the school setting.” 

That’s it. That’s the whole thing right there: tangible, practical, usable. That’s what sets this apart. 

Available in-person, live virtual, or self-paced on-demand — so it works around your summer, not the other way around. 

💡 Ready to become a Certified Trauma and Resilience Specialist? Learn more today.

One More Thing Before You Go 

I want to say something that doesn’t get said enough in PD spaces: 

You already care deeply about your students. That’s not the gap. 

The gap — for most of us — is having the language, the framework, the resources, and the community to match the level of care we already feel. We’re doing our best with what we know. This kind of learning just gives us more to work with. 

And when you come back in the fall with a fuller toolkit, a clearer lens, and the words to name what you’ve been experiencing all along — the classroom feels different. You feel different. And the kids? They feel it too. 

That’s not magic. That’s just what happens when an adult shows up more regulated, more grounded, and more equipped. 

That’s what good PD does. And that’s what summer is for. 

Here’s My Honest Invitation 

If you’ve been on the fence about investing in yourself this summer — let this be the nudge. 

Pick the option that fits your time, your budget, and the itch you most want to scratch. Start with a half-day if that’s what feels manageable. Jump into the certification if you’re ready to go all in. Or simply subscribe to Starr’s newsletter and get 15% off a certification course or StarrPASS membership — and spend the rest of the summer deciding. 

There’s no wrong entry point. There’s only starting. 

And I can promise you this: the September version of you will be very glad the June version of you made the call. 

See you in the fall — a little more rested, a little more ready, and a whole lot more equipped. 

With hope and solidarity, A fellow educator who found Starr — and stayed. 

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Holding Space for Yourself: A Reflection on Resilience and Care in Education

A gentle invitation back to yourself

There’s a quiet misconception in education that self-care is something extra—something to get to after the work is done.

But the truth teachers know, deep in their bones, is this:
the work is never done.

And more than that—
the work is heavy.

It carries the weight of burnout, of vicarious trauma, of chronic stress that builds slowly over time. It asks educators to hold space for others, day after day, often without enough space to process what they themselves are carrying.

So what if care isn’t something you earn at the end of exhaustion…
but something that belongs to you in the middle of it?

What if it’s not another task on your list—
but a way of moving through your day with just a little more breath, a little more space, a little more you?

At Starr Commonwealth, we talk about resilience not as a finish line, but as a lived experience—something built in moments, practiced in small ways, and sustained through connection. For educators, care isn’t separate from this. It’s part of the ecosystem that allows you to keep showing up with presence, with care, with heart.

And maybe that’s where we begin:
not with pressure to do more—
but with permission to do differently.

Through a resilience lens, care isn’t one thing.
It’s layered. It’s human. It shifts with the season you’re in.

Sometimes it’s physical—
a sip of water between classes, a deep breath before you respond, unclenching your jaw without even realizing you were holding tension there.

Sometimes it’s emotional—
naming what you’re feeling without judgment, letting yourself be affected without believing you have to carry it all.

Sometimes it’s relational—
the colleague who makes you laugh in the hallway, the student who lingers just to tell you something small, the quiet reminder that you are not alone in this.

Sometimes it’s cognitive—
giving your mind a pause from constant problem-solving, stepping away from the spiral of “what else needs to be done,” and allowing yourself to be right where you are.

And sometimes, it’s something softer.
Something harder to name, but just as real.

A glimmer.

Glimmers are those fleeting moments that bring a sense of calm, safety, or connection.
Not big, life-altering experiences—but small, steady signals to your nervous system that say: you’re okay right now.

The sunlight hitting your classroom floor in the afternoon.
The sound of students laughing—really laughing.
A handwritten note.
A quiet classroom before the day begins.
A song you forgot you loved.

They are easy to miss.
But they are always there.

And over time, noticing them becomes its own kind of practice—
a way of gently shifting from constant vigilance to moments of presence.
Not ignoring the hard—
but allowing the good to exist alongside it.

Because the hard is real.
The exhaustion is real.
The impact of holding so much for so many is real.

And that’s why intentional supports matter.

For educators looking for more structured ways to reflect, process, and build resilience over time, the Practicing Resilience Journal offers a place to begin. With guided activities, self-assessments, and strategies grounded in resilience science, it can serve as a steady companion—helping translate these small moments of awareness into sustainable practices of care.

There is no perfect routine.
No checklist that will suddenly make everything feel balanced.

But there are small offerings—tiny acts of care—that, over time, begin to add up.

A pause before the next thing.
A boundary that protects your energy.
A moment of reflection instead of self-criticism.
A decision to leave one thing undone.

These are not insignificant.
They are the quiet ways you choose yourself inside a profession that asks so much of you.

And still, even with all of this, you continue to give.

You create belonging in your classrooms.
You nurture growth in ways that aren’t always visible.
You hold space for students to find their voice, their confidence, their sense of self.

You do this work with a depth of care that cannot be measured.

So this is not a reminder to “take better care of yourself” as if you are doing something wrong.

It is a reflection of truth:

You deserve the same compassion you offer so freely to others.
You deserve moments of rest inside the rhythm of your day.
You deserve to notice what is steady, what is good, what is still possible.

Maybe care, in this season, doesn’t need to be something grand.

Maybe it looks like this:
A breath.
A boundary.
A glimmer.
A return.

Back to yourself.
Back to your center.
Back to the quiet knowing that you are doing meaningful, important work—even on the days it doesn’t feel like it.

To every educator reading this:

Thank you for the way you continue to show up.
Thank you for the care you pour into others.

And gently—without pressure, without expectation—
we invite you to hold a little of that care for yourself, too.

Not because you need to earn it.
But because you’ve always deserved it.

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An Open Letter to Teachers: Thank You for Showing Up, Even After Everything 

Dear Teachers, 

There are so many things we could say. 
So many ways to try to capture what it means that you are still here—still showing up—after everything. 

But maybe we start here: 

We see you. 

We see the early mornings and the quiet moments before students arrive, when you gather yourself for the day ahead. 

We see the way you stand at your door—offering a smile, a name, a sense of you belong here—even on the days when you’re not sure you have anything left to give. 

And still… you give. 

You have carried more than most people will ever fully understand. 

You have navigated disruption, loss, uncertainty, and change—all while holding space for young people to do the same. 

And yet, you continue to create classrooms where belonging is not just a word, but a feeling. 

A place where students are seen, known, and valued—not for who they might become someday, but for who they are right now. 

That is no small thing. 

You keep showing up to the work of growth—your students’ and your own. 

Adjusting, reteaching, trying again. 
Believing in progress even when it feels slow or invisible. 

You remind us that mastery isn’t about perfection. 
It’s about persistence. 
It’s about staying. 

In a world that has felt unpredictable, you have been a steady presence—making countless decisions each day to meet students where they are. 

You notice what others might miss. 
You respond with intention. 
You lead with both expertise and heart. 

And in ways big and small, you give. 

You give encouragement. 
You give structure. 
You give hope. 

Sometimes before a student even knows how to hope for themselves. 

This is the quiet power of your work—the generosity that lives in every interaction, every redirection, every moment of patience. 

At Starr Commonwealth, we talk often about resilience. 
Not as something we simply ask of students—but something we nurture together. 

You are living proof of that. 

You have not been untouched by what these past years have brought. 

You have felt it. Carried it. Navigated it. 

And still— 
you show up with compassion. 
You show up with courage. 
You show up with a belief that what you do matters. 

And it does. 

Because of you, students are not just learning content. 
They are experiencing belonging. 
They are building skills. 
They are discovering their own strength. 

They are healing. 
They are growing. 
They are becoming. 

This Teacher Appreciation Month, we don’t just thank you for what you do. 

We honor who you are in the lives of your students. 

The steady presence. 
The safe place. 
The spark of possibility. 

Thank you for continuing to show up. 

Thank you for choosing this work, again and again. 

With deep gratitude, 

Your partners in this work 
Starr Commonwealth 

As a small way of supporting you this month…

We’re offering educators access to StarrPASS Basic for just $1 (regularly $49) when you use code Starrteach1.

It’s a space designed to support the work you do every day—with practical, trauma-informed tools, webinars, and resources you can use right away.

When you join, you’ll also be entered to win a free Certified Trauma and Resilience Specialist course—an opportunity to deepen your impact and be recognized for the work you’re already doing.

Plus, if you’re curious about how to get the most out of your StarrPASS membership or want to explore our certification programs, we’re hosting two live Lunch & Learn sessions just for you.

🗓 May 13 or May 20
⏰ 12:00–1:00 PM EDT
📍 Live on Zoom

We can’t wait to see you there!

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The First Few Mornings Back: Rebuilding Rhythm After Spring

The hallway sounds different after spring break.

It’s louder in some places—bursts of laughter, retelling stories, the kind of joy that spills over.
And quieter in others—hesitation at doorways, slower steps, eyes scanning for what feels familiar.

Some students return sun-soaked and energized.
Others return dysregulated, tired, or carrying things no one can see.

And here’s the truth we don’t say out loud enough:

Coming back is a transition. And transitions require support.

Not because something is wrong—but because the nervous system is doing exactly what it was designed to do: scan for safety, predictability, and belonging.

Why “Just Getting Back to Normal” Doesn’t Work

Over a break, routines soften.

Bedtimes drift.
Structures loosen.
Expectations shift—or disappear entirely.

For some children, that freedom is restorative.
For others, it’s destabilizing.

When young people return to structured environments, their brains aren’t immediately ready to jump back into compliance, focus, or productivity.

Because before learning can happen, the brain asks:

  • Am I safe here?
  • Do I belong here?
  • Do I know what to expect here?

This is where our role becomes powerful.

Through a trauma-informed and resilience-focused lens, we understand: behavior is communication—and transitions amplify the message.

Start Here: Don’t Rush the Reset—Design It

What if the goal of the first few days back wasn’t to “catch up”…
 …but to reconnect, re-regulate, and re-establish rhythm?

Not a return to rigidity—
but a return to felt safety.

1. Rebuild Belonging Before Expectations

Before directions.
Before reminders.
Before “we need to get back on track.”

Start with: “I’m really glad you’re here.”

Belonging is not a one-time message—it’s something we actively recreate after every disruption.

Try this:

  • Open with low-stakes connection circles or check-ins
  • Invite storytelling: “What’s one moment from break you want to remember?”
  • Use partner shares or small group conversations instead of whole-group pressure
  • For quieter students, offer drawing or writing options

This aligns deeply with the Circle of Courage, especially the need for Belonging—because when students feel seen, they are more willing to re-engage.

2. Make the Invisible Visible: Re-Teach Routines (Without Shame)

Even if students “already know” the routine—
their bodies might not.

Routines create predictability, and predictability creates safety.

But here’s the key: Re-teaching routines is not remediation—it’s regulation.

Try this:

  • Narrate the day: “First we’ll…, then we’ll…, and after that…”
  • Model expectations instead of correcting them
  • Practice transitions (yes, even older students benefit from this)
  • Use visual schedules or anchor charts to ground the day

Think of routines as rituals of reassurance.

3. Normalize the “Off” Feeling

Some students won’t be able to name what feels different. They’ll just act different.

More talkative.
More withdrawn.
More reactive.
More tired.

Instead of asking, “What’s wrong?”
Try: “It can feel a little weird coming back after a break. You’re not the only one.”

This simple shift:

  • reduces shame
  • increases emotional literacy
  • builds psychological safety

And for families and providers—this matters at home, too.

A child melting down over homework on Monday night?
It might not be defiance.
It might be transition fatigue.

4. Anchor the Day in Regulation, Not Just Instruction

If we want focus, we have to support regulation first.

The nervous system doesn’t respond to demands—it responds to cues of safety.

Build in micro-moments of calm:

  • 60-second breathing resets
  • Stretch breaks between transitions
  • Quiet music during independent work
  • Sensory tools or movement options

For some students, especially those who have experience trauma or heightened stress responses, these are not “extras.”

They are access points to learning.

5. Create Predictable Joy

Yes—joy.

Not as a reward.
As a strategy.

Joy signals safety.
Joy builds connection.
Joy increases engagement.

Try something like this:

  • A daily “welcome back ritual” (song, greeting, affirmation, or routine opener)
  • Shared humor or light storytelling
  • Choice-based activities that give students a sense of autonomy

Within the Circle of Courage, this supports Mastery and Independence—students feel capable and connected at the same time.

6. Collaborate Across the Circle of Care

Transitions don’t happen in isolation.

Educators, families, and behavioral health providers all hold pieces of the same story.

This is the moment to lean into partnership:

  • Share simple reset strategies with families
  • Encourage consistent language around routines and expectations
  • Connect with support staff if a student is showing heightened needs

A quick message home like:
 “We’re focusing on easing back into routines this week—here are a few ways you can support at home…”
 can create powerful alignment.

Because what if returning from spring break wasn’t a disruption to manage—
but an opportunity to intentionally rebuild the environment students need to thrive?

Because every transition is a doorway.

And on the other side of that doorway is a chance to say:

  • You belong here.
  • You are safe here.
  • We will move forward—together.

A Final Thought

The most impactful classrooms, homes, and support spaces aren’t the ones that avoid disruption.

They’re the ones that know how to respond to it with intention.

So as students walk back in—whether they’re carrying sunshine, stress, or something in between—

Let’s meet them not with urgency…

…but with rhythm, warmth, and the quiet confidence of adults who know how to begin again.

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Beauty is a Silent Teacher: Seeing SEL Through a Different Lens

It was one of those in-between moments.

The lesson had ended, but the next transition hadn’t quite begun. Papers shuffled. Chairs scraped. A low hum of conversation filled the room.

And then—unexpectedly—everything softened.

Near the window, a student paused mid-sentence, watching the way the sunlight stretched across their desk. Another leaned over to help a classmate without being asked. A small group burst into laughter—not the disruptive kind, but the kind that releases something everyone didn’t realize they were holding.

Nothing on the lesson plan accounted for this.

And yet, something important was happening.

Because beauty—quiet, ordinary, easily overlooked—was teaching.

Why Beauty Matters in Social-Emotional Learning

When we think about social-emotional learning (SEL), we often think in terms of competencies: self-awareness, self-management, social awareness, relationship skills, responsible decision-making.

But underneath all of these skills is something more foundational:

The ability to notice, to feel, and to make meaning.

Beauty invites all three.

It slows us down just enough to recognize what’s happening inside and around us. And in doing so, it naturally supports the very competencies we aim to build.

That moment by the window? It wasn’t just a pause. It was self-awareness.

The quiet act of helping a peer? Relationship skills in motion.

The shared laughter? A form of co-regulation, strengthening connection and belonging.

Without a single prompt, students were practicing SEL—because the environment allowed space for it.

A Deeper Layer: The Circle of Courage in Motion

If we look even closer, we can see something else unfolding.

The Circle of Courage—a framework rooted in belonging, mastery, independence, and generosity—is often something we try to design for.

But beauty is one of the ways students experience it.

  • Belonging shows up in shared laughter and safe, connected moments
  • Mastery appears in the quiet confidence of a student trying again
  • Independence grows when students feel grounded enough to think, notice, and choose
  • Generosity lives in small, unprompted acts of care between peers

These aren’t separate from academic learning. They are the conditions that make it possible.

And often, they emerge in the unscripted moments we’re most tempted to rush past.

Let’s think about reshaping beauty as regulation, not a distraction. In classrooms shaped by urgency—standards to meet, time to maximize—it can be easy to see these moments as interruptions.

But what if they’re actually regulation?

When students experience beauty—through light, sound, connection, or calm—the nervous system settles. It finds something safe to anchor to.

For students navigating stress, uncertainty, or trauma, this matters deeply.

The classroom shifts from a place of constant demand to a space that also restores.

And in that space, students are more available for learning—not less.

The Educator’s Role: Naming What Matters

Back in that classroom, the teacher could have redirected quickly:

“Alright, let’s move on.”
“Eyes up here.”
“Next activity.”

And sometimes, that’s necessary.

But there’s another option, too.

To pause.
To notice.
To name what’s happening.

“I love how you all just showed up for each other in that moment.”
“Did anyone else feel how calm it just got in here?”
“That’s what it looks like when a classroom feels safe.”

When educators name beauty, they do something powerful:

They make the invisible visible.

They teach students that these moments matter—not just academically, but as part of who they are becoming.

This isn’t about adding more to your plate. It’s about seeing differently.

Try:

  • Creating small pauses between transitions instead of filling every second
  • Inviting students to reflect on moments that felt meaningful or good
  • Incorporating sensory elements—light, music, nature—where possible
  • Noticing and naming acts of belonging, generosity, and growth in real time

These practices don’t take away from instruction.

They deepen it.

The Lesson Students Carry With Them

By the end of the day, students will forget parts of the lesson.

But they won’t forget how the space felt.

They will remember if it was a place where they could breathe.
Where they were seen.
Where something—however small—felt meaningful.

Because beauty, when it’s noticed and named, teaches a quiet but lasting truth:

That even in the midst of challenge, there is something steady.

Something grounding.
Something good.

And maybe, without realizing it, that’s one of the most important lessons we can offer.

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Before the Test Begins: Supporting Neurodivergent Learning Styles with Care and Curiosity

The test hasn’t started yet.
But if you look closely, you can already tell who’s holding their breath.

One student taps their pencil in a steady rhythm—faster than usual.

Another rereads the directions, again and again, not because they don’t understand… but because they’re trying to quiet the noise in their mind.

Someone else stares at the first question, frozen—not from lack of knowledge, but from too many thoughts arriving at once.

And then there are the students who look “fine.”
Quiet. Compliant. Still.

We often assume those are the ones who are ready.

But readiness—especially for neurodivergent learners—is rarely something we can see at a glance.

More Than a Test

During testing season, we ask students to demonstrate what they know.

But for many learners who have neurodivergent needs—students with ADHD, autism, processing differences, anxiety, and other exceptional ways of learning—we are also asking them to:

  • regulate a heightened or dysregulated nervous system
  • filter sensory input (lights, sounds, movement, proximity)
  • sustain attention in ways that may not align with how their brain naturally works
  • manage internal pressure, perfectionism, or fear of getting it wrong

That’s a lot to carry before the first question is even answered.

And when the load is too heavy, it’s not that the learning isn’t there—it’s that access to it becomes disrupted.

Some Have Plans. Many Do Not.

Some neurodivergent learners have IEPs or 504 plans that formally outline supports like extended time, small group settings, read-aloud accommodations, etc.

These supports matter—and they are essential.

But many neurodivergent students remain unidentified, under-identified, or situationally supported.

They may mask their struggles, compensate quietly, appear capable… until the environment demands more than their nervous system can hold.

The absence of a formal plan does not mean the absence of need.
It simply means we are called to notice differently.

A Curious, Neurodiversity-Affirming Lens

Trauma-responsive, resilience-focused educators approach neurodivergence not as a deficit—but as a difference.

They begin with curiosity:

  • How does this student’s brain process, respond, and engage with the world?
  • What conditions help them feel regulated enough to access their thinking?
  • When have I seen them at their best—and what made that possible?

Because neurodivergent learners don’t need to be “fixed” to perform.
They need environments that reduce unnecessary barriers so their strengths can show up.

Strengths Offer Clues

Every neurodivergent learner has patterns of strength.

A student might:

  • think deeply but need more processing time
  • generate creative solutions but struggle with rigid formats
  • focus intensely on areas of interest but fatigue quickly under sustained demand
  • regulate more effectively with movement, rhythm, or sensory tools

These are not contradictions.
They are maps.
And when we pay attention, they guide us toward supports that are both respectful and effective.

Designing for Access—Before It’s Needed

What if we didn’t wait for a student to struggle before offering support?
What if testing environments were proactively designed with neurodiversity in mind?

That might look like:

  • offering flexible seating or alternative spaces when possible
  • reducing sensory load (lighting, noise, visual clutter)
  • previewing expectations and structure ahead of time
  • normalizing the use of tools like fidgets or headphones
  • building in brief, intentional pauses
  • checking in: “What would help you feel ready to start?”

These are not advantages.
They are access points.
And when they are normalized, they benefit more students than we might expect.

Regulation Before Demonstration

A core principle of trauma-informed, resilience-focused practice is simple:

A regulated brain is a thinking brain.

If a student is overwhelmed, anxious, or dysregulated, their ability to:

  • retrieve information
  • problem-solve
  • sustain attention

…is compromised.

This is especially true for neurodivergent learners, whose nervous systems may be more sensitive to stress or environmental demands.

So the question becomes:

Are we assessing knowledge—or capacity under stress?

Partnership Deepens Understanding

Families often hold invaluable insight into how their neurodivergent child experiences the world.

They may know:

  • what sensory inputs overwhelm or soothe
  • what routines build predictability
  • what language helps their child feel safe and capable

A simple, strengths-based question can open meaningful dialogue:

“When does your child feel most successful and regulated during learning?”

Within schools, collaboration matters just as much.
When educators, specialists, and support staff share observations, we move from isolated moments to a more complete understanding of the learner.

A Quiet Reframe

What if testing season wasn’t just about measuring outcomes—but about examining access?

What if we asked:

  • Who can show what they know in this environment?
  • Who cannot—and why?
  • What small shifts might change that?

Because when neurodivergent students underperform, it is often not a reflection of their ability—but a reflection of the conditions surrounding them.

Back to the Room

The test begins.
Some students settle in quickly.
Others take a breath first.

This time, there are subtle shifts:

  • a quieter option available
  • a familiar routine previewed ahead of time
  • a student who knows they can pause without penalty

No announcements.
No spotlight.

Just an environment that quietly communicates:

You are allowed to access this in a way that works for your brain.

What We Carry Forward

Not every neurodivergent learner will have a formal plan.
Not every need will be visible.

But every learner benefits from:

  • feeling safe enough to think
  • having their differences understood—not judged
  • being supported in ways that honor how they learn

When we lead with curiosity, design with flexibility, and ground our practice in safety and strengths—

We don’t just support neurodivergent learners during testing season.
We create spaces where they can actually show us what they know.
And that changes everything.

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Poetry as a Regulator: Honoring National Poetry Month Through SEL and Resilience

some feelings don’t come in full sentences
they arrive in pieces—
a clenched jaw
a buzzing mind
a quiet that feels too loud
and sometimes the way through
isn’t explanation—
it’s expression

April invites us into National Poetry Month—but poetry, especially for young people, is more than a literacy activity. It’s a regulatory tool. A bridge. A way to move what’s held inside to somewhere safer, softer, and more manageable.

Because when we really step back, whether we’re talking about social-emotional learning, trauma-informed practices, or resilience—we’re all aiming for the same thing:

Helping young people feel safe enough, connected enough, and skilled enough to navigate their inner world… even when it’s hard.

Poetry lives right in the middle of that work.

One Aligned Approach to Supporting the Whole Child

When a student is overwhelmed, shut down, or reactive, it’s easy to think in terms of strategies or frameworks. But underneath it all, the need is deeply human:

  • Help me understand what I’m feeling.
  • Help me manage what feels too big.
  • Help me feel like I belong here.
  • Help me find my voice

This is where the alignment becomes clear.

What we often name as self-awareness is also a young person discovering their identity and voice.

What we call self-management is their growing ability to regulate and feel capable.

What we build through relationships and social awareness is a deep sense of belonging.

And when students are given space to express and reflect, they step into independence and contribution—knowing their voice matters and can impact others.

At the same time, a trauma-informed lens reminds us:

None of this happens without safety, choice, and trust.

These aren’t separate initiatives.

They are different languages describing the same goal:

Supporting regulation, connection, and resilience in ways that honor the whole child.

Where Poetry Fits

Poetry meets students exactly where they are—especially when traditional language falls short.

Because in moments of stress, the brain doesn’t always organize thoughts into neat sentences. Words can feel inaccessible. Conversations can feel overwhelming.

Poetry softens the entry point.

It allows:

  • a single word instead of a full explanation
  • an image instead of a direct disclosure
  • rhythm instead of pressure

A student doesn’t have to say, “I feel overwhelmed and anxious.”

They can write:

“My thoughts are loud like thunder I can’t turn off.”

That shift matters.

It creates just enough distance to feel safe—while still allowing expression. And that expression is what begins to regulate the nervous system.

Expression as Regulation

When students write, they are not just creating—they are processing.

They are:

  • naming internal experiences (building awareness)
  • releasing emotional energy (supporting regulation)
  • organizing thoughts (creating coherence)
  • making meaning (building resilience)

And when that expression is witnessed—by a peer, a teacher, a caregiver—it reinforces something even deeper:

I am seen. I belong. My voice matters.

That is the intersection of skill-building, identity development, and relational safety—all at once.

A Practice Rooted in Safety and Choice

For poetry to truly serve as a regulator, it must feel safe.

This means:

  • offering choice (write, draw, speak, or keep it private)
  • removing pressure (no “right way” to do it)
  • avoiding forced sharing
  • honoring all forms of expression

This is how we stay aligned with a trauma-informed approach—where voice is invited, not demanded.

And it’s also how we build genuine independence:

students choosing how and when to express what’s inside them.

What This Can Look Like

This doesn’t need to be complicated to be powerful.

In classrooms, youth programs, or at home, it might look like:

  • a simple prompt: “Today I feel like…”
  • describing emotions through imagery: “My mood is the weather today…”
  • 2–3 minutes of quiet writing to start or end the day
  • optional sharing, or simply being witnessed without commentary

Over time, these small moments build something much bigger:

Students who can pause.

Students who can name what’s happening inside them.

Students who have somewhere to put their feelings—without acting them out.

Why It Matters

When we integrate our approaches—rather than silo them—we create environments where young people don’t just learn skills…

They experience themselves differently.

They begin to feel:

  • more connected
  • more capable
  • more understood
  • more in control of their responses

Poetry becomes one of the quiet tools that helps make that possible.

Not because it solves everything—

but because it creates space.

Space to feel.

Space to process.

Space to begin again.

you don’t need perfect words

just a place to put what you’re carrying

and sometimes—

that place

is a poem


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Burnout is Real: Restorative Strategies for Those Who Hold Space for Youth This Spring


There’s a moment that happens this time of year. It’s subtle at first. You’re moving through your day—supporting, guiding, redirecting, showing up the way you always do—and then something small tips the scale.

Maybe it’s a student shutting down.
A conversation that didn’t land the way you hoped.
An email you don’t have the energy to answer.
A decision you’ve made a hundred times before that suddenly feels heavy.

And you notice it—not dramatically, but quietly: I am tired in a way that sleep isn’t fixing.

If you work with young people—in classrooms, counseling spaces, community programs, homes, clinics—you probably know this feeling.

Because the work isn’t just what you do. It’s what you hold.

You hold stories. You hold behaviors that are really stress responses. You hold systems that don’t always make it easy to do what you know is right. You hold hope for young people, even on the days they can’t hold it for themselves. And somewhere along the way, without meaning to, you start holding it all in your own body. We don’t talk about that part enough.

We talk about strategies. We talk about outcomes. We talk about data and plans and interventions. But we don’t always talk about what it costs to care this deeply, this consistently, in systems that are often stretched thin.

So let’s say it plainly, without fixing it too quickly: Burnout is real. And it makes sense.

Not because you’re not resilient enough, but because you’ve been operating in a constant state of giving—attention, regulation, decision-making, empathy—often without enough space to receive those same things back. From a brain and body perspective, this matters.

When we are exposed to prolonged stress—especially relational stress, the kind that comes from supporting others—our nervous system adapts. It shifts into patterns of survival: staying alert, scanning, pushing through, overriding signals. Over time, that can look like exhaustion…or numbness…or irritability…or just a quiet sense of disconnection. And here’s the part that often goes unnoticed:

The same brain that helps you connect, problem-solve, stay patient, and think flexibly is the brain that becomes harder to access when you are depleted.

So if you’ve found yourself thinking, I don’t feel like myself lately… you’re not imagining it. Your system is asking for something.

I remember, in my own work, there were days when I could feel it before I could name it. I would move from one moment to the next—supporting a student, then another, then another—until I realized I hadn’t taken a full breath all morning. Not really. My shoulders would be tight. My responses a little shorter than I intended. My mind already three steps ahead, bracing for what might come next. And the shift didn’t come from a big change. It came from something almost too simple to matter: I paused.

Just long enough to notice my breath.
To drop my shoulders.
To remind my body: you are safe in this moment.

It didn’t solve everything. But it gave me access back to myself. That’s the kind of restoration. Not adding more, not doing it perfectly, but returning—again and again—to small moments that help your system come back online.

Sometimes restoration looks like regulating before you respond. Not because the situation isn’t important, but because you are.

A slower exhale before answering.
A hand resting on your desk or your heart.
A quiet internal cue: I don’t have to rush this.

Sometimes it looks like borrowing connection in tiny ways.

A genuine “I’m glad you’re here” to a young person.
A quick, knowing glance with a colleague in the hallway.
A moment of shared laughter that interrupts the heaviness, even briefly.

These are not extras. They are nervous system anchors.

And sometimes—this one can be the hardest—it looks like redefining what “enough” means in this season. Because spring has a way of making everything feel urgent.

Progress.
Growth.
Outcomes.
End-of-year everything.

But sustainable work with young people has never been about perfection. It has always been about presence. So maybe “enough” right now looks like:

  • Showing up consistently, even if not perfectly
  • Prioritizing the moments that matter most
  • Letting some things be good enough so that you can stay well enough

Not lowering the bar—but adjusting it so you can keep going without losing yourself in the process. There’s something else I want to say, especially if this season has felt heavier than most. If you’ve had moments where you’ve felt disconnected from your purpose, or questioned your impact, or wondered if you can keep doing this work the way things are. That doesn’t mean your “why” is gone, it means it’s tired—buried, maybe, under layers of responsibility and stress and showing up for others. But it’s still there.

You see it in the small things:

  • A young person who trusts you just a little more than they did before
  • A moment of calm in a space that used to feel chaotic
  • A breakthrough that no one else noticed, but you did

These are quiet indicators that what you’re doing is working—even when it doesn’t feel loud or immediate. If no one has said it to you lately, let me say it now: The work you do is deeply human work. And it was never meant to be carried alone, or without care for the one doing the carrying. So as you move through this spring, instead of asking, How do I push through the rest of this?

What if the question became:

What would it look like to be supported while I keep showing up?

And what if the answer isn’t something big or far away—
but something small, available, and within reach?

A breath.
A pause.
A moment of connection.
A permission slip to be human in work that asks so much of your humanity.

Because you don’t need to become someone new to keep doing this work.
You just need moments—real, intentional moments—to come back to who you already are.

Your knowledge of what you need most is already within you. Self-care begins with self-awareness—making space to listen, accept, and care for yourself with authenticity.

This commitment isn’t always easy. Systems and expectations don’t always align with what we need. But you don’t have to carry it all alone. The Practicing Resilience Journal offers simple, guided support to help you reconnect, restore, and keep showing up with intention. Get yours today!

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Brain Science & Student Stress: Why Overwhelmed Brains Can’t Learn (and What We Can Do About It)

There’s a moment most of us have witnessed—at a classroom table, during homework at the kitchen counter, or in the middle of a test.

A student pauses.
Stares.
Shuts down.

And it’s easy to think: They’re not trying.

But what if the truth is:

Their brain just can’t access learning in that moment.

When the Brain Feels Unsafe, It Stops Learning

The brain is beautifully designed—but it’s also protective.

At any given moment, it’s scanning for one thing first:
“Am I safe?”

When a student experiences academic stress—whether it’s pressure, confusion, fear of failure, or even subtle embarrassment—the brain can activate its stress response system.

This involves:

  • The amygdala (the brain’s alarm center) signaling threat
  • The release of stress hormones like cortisol
  • A shift away from the prefrontal cortex—the part of the brain responsible for thinking, reasoning, and learning

In simple terms:

The brain moves from learning mode → survival mode.

And in survival mode:

  • Working memory decreases
  • Processing slows down
  • Language becomes harder to access
  • Emotions take over

So the student who knows how to do the work… suddenly can’t.

Not because they won’t.
Because biologically, in that moment—they can’t.

✨ Small shift: Before jumping into correction or redirection, pause and ask:
“Does this student need support… or regulation first?”

Stress Doesn’t Just Impact Performance—It Impacts Belonging

Through the lens of the Circle of Courage, we know that every child needs to feel:

Belonging. Mastery. Independence. Generosity.

Academic stress can quietly chip away at all four.

When a student repeatedly feels overwhelmed:

  • Belonging becomes: “Everyone else gets it but me.”
  • Mastery becomes: “I’m just not good at this.”
  • Independence becomes: “I can’t do this on my own.”
  • Generosity becomes harder when they’re just trying to stay afloat themselves

And over time, this isn’t just about academics anymore—it becomes identity.

But here’s the hopeful truth:

Every interaction we have can either reinforce stress… or restore one of these core needs.

✨ Small shifts that matter:

  • Greet students by name → strengthens Belonging
  • Notice effort, not just outcomes → builds Mastery
  • Offer choices in how to start a task → supports Independence
  • Invite peer support or encouragement → nurtures Generosity

Regulation Is the Pathway Back to Learning

If stress pulls the brain offline, then regulation brings it back online.

We often try to push students through stress:
“Just try harder.”
“Focus.”
“You know this.”

But a dysregulated brain doesn’t respond to pressure—it responds to safety and connection.

This is where co-regulation comes in.

Before students can regulate themselves, they borrow our calm.

Your tone.
Your pacing.
Your presence.

All of it sends signals to the brain:
“You’re okay. You can try again.”

✨ Simple, doable shifts:

  • Lower your voice instead of raising it
  • Sit beside instead of standing over
  • Offer a starting point: “Let’s just do the first one together.”
  • Build in micro-breaks (even 30–60 seconds of breathing or stretching)

These are small—but neurologically, they are powerful.

The Way Forward: Restoring the Circle, Reopening the Brain

When we begin to see students through both brain science and the Circle of Courage, something shifts.

We stop asking:
“What’s wrong with them?”

And start asking:
“What does their brain need to feel safe, capable, and connected again?”

Because when we intentionally support:

  • Belonging → the brain feels safe
  • Mastery → the brain builds confidence
  • Independence → the brain engages
  • Generosity → the brain connects

We’re not just improving behavior or performance.

We’re reopening access to learning itself.

A Final Thought

Some students walk into our spaces carrying more than we can see.

Academic stress.
Self-doubt.
Pressure to keep up.

And in those moments, they don’t just need instruction.

They need adults who understand that:

A regulated brain learns.
A connected child tries.
And a supported student begins to believe—
“I can do this.”

And sometimes, that belief…
is where everything begins.

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Starr Commonwealth Becomes the Forever Home for Transition to Success

Starr Commonwealth has become the forever home for Transition to Success® (TTS), an evidence-based framework that addresses the condition of poverty through a coordinated, systems-based standard of care.

Created by Dr. Marcella Wilson, Transition to Success reframes poverty as a condition shaped by environmental exposures to the social determinants of health, rather than a personal failing. The model provides organizations with structured tools and protocols to assess needs, coordinate services, and track measurable outcomes.

Transition to Success is currently being implemented across the country by health agencies, education institutions, nonprofits, 211 centers, and other community organizations serving individuals and families experiencing poverty. The work has received national recognition, including coverage by CBS Evening News, The New York Times, and the Clinton Global Initiative.

“For more than a decade, I have searched for a forever home that shares our vision to transform how our nation understands and responds to poverty. Starr Commonwealth brings the leadership, infrastructure, and long-term commitment needed to steward and expand this work for generations.”

Dr. Marcella Wilson, Founder of Transition to Success.

Transition to Success has already established a national network of certified trainers, coaches, and community-based C.A.R.E. Networks that integrate human services, government, education, healthcare, and faith-based organizations under a shared framework.

The TTS model includes:

  • A foundational training and certification process
  • A screening tool that measures Social Determinants of Health
  • A client-centered “Map of My Dreams” goal-setting protocol
  • Accountable service tracking standards
  • Independent evaluations demonstrating statistically significant outcomes

“Transition to Success aligns deeply with our mission to help children, families, and communities flourish—and poverty is often the barrier to that mission.”

Elizabeth Carey, President and CEO of Starr Commonwealth

The partnership began in 2024 when Starr hosted Dr. Wilson for a community forum and later implemented the TTS framework within its own youth empowerment programs.

“We quickly found what many existing TTS adopters already knew—it works,” Carey said. “Now we want to grow the TTS network and help train the world in its approach.”

Dr. Wilson will remain actively involved in a consulting and advisory role, helping guide the continued development and expansion of Transition to Success.

To learn more about Transition to Success and upcoming training opportunities, visit starr.org/tts or contact tts@starr.org.

Media Resources

Download the official press release (PDF)

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Holding the Thread of Belonging Through School Breaks

A Trauma-Informed Reflection on Maintaining Connection

The last day before a school break always had a certain kind of energy.

You could feel it in the room.

Students were buzzing. Backpacks were already half-packed. Conversations about trips, cousins, sleepovers, and video games floated across the classroom while we tried to squeeze in one more lesson before the final bell.

And while many students were excited for the days ahead, I remember always feeling a quiet pause in those moments too.

Because as educators, we know something important: for some children, school isn’t just a place for learning. It is a place of predictability, connection, and safety.

In trauma-informed classrooms, we understand that relationships are not simply part of the environment—they are the environment that allows the brain to feel safe enough to learn.

So every year before a break, I tried to do something small but intentional.

I tried to make sure my students left carrying a reminder that they belonged.

Sending Students Out the Door With Belonging

Before the final bell, I would often pass out small folded hand written notes to each student.

Inside was a quick message—nothing long or elaborate. Just something I had noticed about them.

“Your curiosity makes our classroom stronger.”

“You are such a thoughtful friend to others.”

“I appreciate the effort you put into learning new things.”

These notes took only minutes to write, but they carried something powerful. Through the lens of the Circle of Courage, belonging is the foundation for healthy development. When young people feel seen and valued by the adults around them, their nervous systems settle and their capacity for resilience grows.

Sometimes the most meaningful intervention is simply making sure a child knows:

Someone at school notices me.

Giving Students Something to Carry With Them

I also liked sending students home with something playful and reflective—never homework, but something that invited them to stay curious about their world.

Sometimes it was a “Break Bingo” card filled with simple experiences:

Spend time outside.

Help someone in your family.

Try something new.

Read something you enjoy.

Do one kind thing for another person.

Other times it was a small reflection prompt asking students to draw or write about one moment from their break when they felt proud, peaceful, or joyful.

These small invitations nurtured the other pillars of the Circle of Courage—mastery, independence, and generosity—while gently reinforcing that their growth continued beyond the classroom walls.

Leaving Students With a Voice of Connection

One thing trauma-informed educators recognize is that co-regulation travels through relationships.

Students carry the voices of trusted adults with them.

Before a break, I would sometimes record a short message for students on our classroom platform. Nothing formal—just a quick reminder that I was thinking about them and looking forward to hearing their stories when we returned.

For students navigating adversity, unpredictability, or stress, even a small moment of connection like this can be regulating. It reminds them that the relationship continues, even when school is temporarily paused.

And relationships are often the strongest protective factor a young person has.

Offering Tools for Regulation and Resilience

School routines provide more than academic structure—they provide emotional rhythm and safety through predictability.

During breaks, that rhythm can shift dramatically. So I liked to give students a short list of simple ways they could reset if things felt overwhelming.

Take five slow breaths and notice what you see and hear around you.

Step outside and listen to the sounds of nature.

Stretch your arms overhead and take a deep breath.

Write down one thing you did well today.

Help someone in your home with something small.

These practices might seem simple, but they support what trauma-informed educators know well: stressed brains need regulation before they can access reflection, connection, or learning.

Helping students build these skills strengthens resilience that lasts far beyond the school day.

Beginning Again When Students Return

The first day back after a break was never a day to rush straight into academics.

Instead, we would start in a circle.

Students shared small pieces of their time away—something funny, something difficult, something they learned, or something they enjoyed.

These conversations rebuilt the classroom community and helped students transition back into the rhythm of learning.

Because in trauma-responsive environments, connection always comes before content.

The Quiet Power of Small Gestures

Looking back, none of these moments required elaborate planning or extra hours of work.

They were small acts.

A handwritten note.

A playful invitation to explore the world.

A message waiting for students online.

A few minutes of conversation when they returned.

But small moments are often where belonging lives.

And belonging is not a minor detail in education. It is one of the most powerful protective factors in a young person’s life.

When students leave school carrying the quiet knowledge that someone there sees them, values them, and is waiting for their return, something remarkable happens.

The connection doesn’t break.

It stretches.

And when students walk back through the classroom doors, they aren’t just returning to a place of learning.

They are returning to a community that never stopped holding space for them.

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March Is Reading Month: Unlocking Literacy Through the Sensory System

March has a special kind of energy in schools. 

Hallways fill with book characters. Teachers bring out beloved read-alouds more frequently across all grades. Libraries become busier than ever. Classrooms buzz with reading challenges, cozy corners, and the quiet magic that happens when students disappear into a story. 

Reading Month reminds us why literacy matters so deeply. 

But if you’ve spent time in classrooms—as a teacher, counselor, administrator, or school-based support professional—you also know that for some students, reading doesn’t feel magical at all. It feels frustrating. Overwhelming. Sometimes even impossible. 

And often, the reason has less to do with motivation and more to do with how the brain is functioning in that moment. 

When the Brain Is Stressed, Learning Is Hard 

One of the most important insights from neuroscience and trauma-informed practice is simple: 

A stressed brain cannot learn. 

When students are overwhelmed, anxious, overstimulated, or operating in a stress response, the brain prioritizes safety and survival over higher-level thinking. The parts of the brain responsible for reasoning, language processing, and comprehension become harder to access. 

Reading, in particular, asks a lot from the brain. 

To read successfully, students must coordinate visual decoding, language systems, working memory, attention, and emotional regulation—all at once. It’s one of the most neurologically demanding tasks we ask students to do throughout the school day. 

When the nervous system is dysregulated, students may struggle to focus on text, retain information, or tolerate the challenge of reading. What can look like avoidance or disengagement is often the brain simply saying, “I’m not ready yet.” 

This is where the sensory system becomes one of the most powerful—and often overlooked—supports for literacy. 

The sensory system constantly sends information to the brain through movement, pressure, rhythm, breathing, sound, and touch. These sensory inputs help regulate the nervous system and organize attention. When the body feels regulated, the brain becomes more available for learning. 

In simple terms: 

When the body settles, the brain can focus. 
When the brain can focus, reading becomes possible. 

Practical Sensory Strategies That Support Reading 

The encouraging news for educators is that sensory supports don’t require complicated programs or extra time in the schedule. Many can be woven naturally into everyday literacy instruction. 

One of the simplest strategies is movement before reading. A quick one-minute reset before a literacy block can help activate students’ attention systems. Wall push-ups, stretching, marching in place, or simple cross-body movements stimulate the proprioceptive system, which helps organize the brain for focus and learning. 

Even a short burst of movement with an intentional choice of music can shift the energy in the room and prepare students for sustained attention. 

The physical environment also plays a role in regulation. While desks work well for some students, others benefit from having options. Floor cushions, bean bags, standing desks, wobble stools, or allowing students to choose a comfortable reading space can help students’ bodies stay regulated while they engage with text. 

Sensory tools can also support focus during reading time. Fidget tools, therapy putty, textured bookmarks, or weighted lap pads provide subtle movement or pressure that helps some students maintain attention. When used intentionally, these tools are not distractions—they are regulation supports. 

Teachers can also make reading itself more sensory-rich. Expressive storytelling, rhythmic language, and interactive read-alouds activate emotional and memory systems in the brain. Encouraging students to repeat rhythmic phrases, clap syllables, or tap along with poetry helps strengthen language processing and comprehension. 

For younger learners especially, connecting literacy to movement can deepen learning. Acting out scenes from a story, tracing letters in sand or shaving cream, walking around the room to find vocabulary words, or discussing a text during a short classroom walk allows the brain to build multiple pathways to understanding. 

When learning involves both the mind and the body, information is more likely to stick. 

Creating Classrooms Where Every Brain Can Access Reading 

When educators view literacy through a trauma-informed and sensory-aware lens, something important shifts. 

Instead of asking, “Why won’t this student read?” we begin asking, “What might this student’s brain need in order to read?” 

Sometimes the answer is movement. 
Sometimes it’s a calmer environment. 
Sometimes it’s a sensory tool or a more interactive reading experience. 

These small adjustments can make a significant difference for students whose nervous systems need additional support. 

As a former teacher and district administrator, I’ve seen how powerful this shift can be. When classrooms intentionally support regulation, students who once avoided reading begin to approach it differently. Their brains are no longer stuck in survival mode. They can finally access the parts of the brain needed for curiosity, language, and learning. 

And that’s when something remarkable happens. 

A reluctant reader sticks with a story a little longer. 
A struggling reader begins to turn pages with more confidence. 
A classroom becomes a place where literacy feels accessible rather than intimidating. 

This March, as we celebrate Reading Month, let’s absolutely keep the joy—characters, read-alouds, book fairs, and all. 

But perhaps we can add one more goal alongside the celebration: 

Support the nervous system so every student has access to reading. 
Because sometimes the path to literacy doesn’t begin with the page. 
Sometimes it begins with helping the brain feel ready to turn it. 

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Pixar’s Win or Lose: A Home Run for Social-Emotional Learning and Resilience

A college friend of mine worked as an animator at Pixar, which is one of the many reasons I’ve followed their films so closely over the years. I also have a child who loves baseball—so when I heard Pixar was releasing a new series called Win or Lose, I couldn’t wait to check it out. The show brings together personal passion, family connection, and meaningful storytelling in a way that really connects with Starr’s mission to build understanding, foster connection, and support healing.

With plenty of humor, emotional depth, and relatable stories, Win or Lose follows a co-ed middle school softball team in the week leading up to their big championship game. Each episode focuses on a different character’s perspective—from players to parents to the umpire—offering a unique look at how personal experiences shape how people see the same moment. It has captured my heart—and it’s why I believe it’s a must-watch for educators, parents, and professionals committed to trauma-informed care and social-emotional learning.

This shifting perspective offers a powerful lesson in empathy—and mirrors the principle that behavior is communication. Like the show’s characters, the children we work with bring their own stories to every situation. Trauma, adversity, and stress don’t always show up in obvious ways. They show up in avoidance, outbursts, perfectionism, or withdrawal. They show up in how kids play the game—not just whether they win or lose.

What’s Really Going On? Teaching Empathy and Building Resilience

Each Win or Lose episode invites viewers to ask, “What’s going on behind the behavior?” It’s a question we encourage educators, caregivers, and community leaders to ask every day. This kind of curiosity creates space for kids to feel like they belong—something that’s at the heart of our Circle of Courage® model and essential to building resilience.

Seeing the same story from different points of view is a powerful reminder: everyone has a story. That message lines up perfectly with our Certified Trauma and Resilience Specialist online courses. In it, participants learn how to recognize signs of trauma and respond with compassion. It’s not about fixing everything—it’s about showing up, being curious, and really seeing each child for who they are and what they’ve been through.

A Teaching Tool for SEL in Classrooms and Beyond

Win or Lose can also be used as a powerful conversation starter in classrooms and youth programs. Educators can guide students through exercises in perspective-taking, emotional regulation, and storytelling—all key components of social-emotional learning (SEL).

Looking for activities to use in the classroom? Our book Mind Body Skills: Activities for Emotional Regulation includes simple, effective ways to help kids improve their emotional regulation by strengthening the connection between thoughts, feelings, and physical sensations. In addition, our Courageous Choices program helps kids manage emotions, build positive behaviors, and use SEL skills in everyday life.

From the Screen to the Real World

At Starr, we talk often about creating environments where children feel safe, seen, and supported. Pixar’s Win or Lose gives us a beautiful roadmap for how that might look in practice—through understanding, empathy, and connection.

So as you laugh, reflect, and maybe even tear up while watching, think about how this kind of storytelling can shape the way you see and support the kids in your life. Whether you’re a parent, teacher, social worker, or youth advocate, this series is a powerful reminder that building resilience starts with seeing the whole child.

To learn more about how Starr Commonwealth can support your SEL and trauma-informed care journey, visit our online store or check out our professional learning opportunities. Let’s keep doing the work—together.

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Starr Commonwealth Named One of the Best Nonprofits to Work For—Again! 

At Starr Commonwealth, we believe that healing happens in community—and that belief starts with our own. That’s why we are thrilled to share some truly heartwarming news: for the sixth year in a row, Starr Commonwealth has been recognized by The NonProfit Times as one of the Best Nonprofits to Work For in the United States! 

This incredible honor places us among the top 50 nonprofit organizations nationwide, highlighting our steadfast commitment to creating a workplace where purpose, compassion, and innovation come together every single day. 

What Makes This Recognition So Special? 

Unlike other awards, this recognition isn’t just based on policies, but on our experiences. The selection process, led by The NonProfit Times and Best Companies Group, includes a two-part assessment: 

  • 25% based on a rigorous review of workplace policies and practices 
  • 75% based on a confidential survey of our employees 

That means this award is a true reflection of how our staff feels about working here—and that makes it all the more meaningful. 

Elizabeth Carey, our President and CEO, captured it best: 

“This is truly remarkable, and it is because of our incredible staff. Starr has an incredible history and purpose, but what makes us able to achieve our mission is all our staff—those who dedicate their ideas, energy, and passion to ensuring children have the opportunity to heal and grow up healthy.” 

At Starr, we know that culture isn’t just something we talk about, it’s something we live. Our team thrives in an environment built on a shared purpose. 

Whether it’s in Michigan or across the globe, the ripple effect of our work is made possible by the people behind it—our extraordinary staff. 

Here’s to Six Years—and Many More! 

To be honored once is humbling. To be recognized six years in a row is a testament to the heart, resilience, and dedication of the entire Starr family. Thank you to our team for making Starr not just a great place to work—but a place where healing, growth, and belonging flourish every day. 

Want to learn more about the award? Visit BestNonprofitstoWorkFor.com. 

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Getting Back Up: The Real Work of DEIB

Walt Disney once said, “Everyone falls. Getting back up is how you learn how to walk.” Diversity, Equity, Inclusion, and Belonging—DEI-B—has fallen down. It has been pushed down, but for now, we will stay with fallen down. This has happened for a host of reasons, including the perception of DEI as an “extra” rather than an essential aspect or goal of organizations, the poor execution of DEI programs, and the divisiveness of identity politics, which shifts people away from broad-based politics toward exclusive political alliances. Additionally, corporate and political shifts following the U.S. Supreme Court’s ruling against affirmative action in June 2023, as well as increased scrutiny of corporate diversity efforts in response to Presidential Executive Order 14151—“Ending Radical and Wasteful Government DEI Programs and Preferencing,” which challenges and eliminates federal-level DEI programs—have further contributed to DEI-B’s current state.

The Weaponization of DEI

The policies, practices, and advocacy of DEI have been deemed as a contributing factor in the mid-air collision of an Army Blackhawk helicopter and an American Airlines passenger jet over the Potomac River in Washington D.C. on January 29. With absolutely no proof except “common sense,” the President of the United States implied that the accident was a result of DEI (News Remarks, FOX 5 New York, January 30, 2025). A few days later, once again, DEI was deemed as the contributing factor in the crash of a Delta Airline passenger jet in Canada, which ended upside down on the runway in Toronto on February 17. Although the cause of the crash, as of this writing, has not yet been determined, some people have taken to social media to blame DEI for the incident. They pointed to Delta’s continued commitment to DEI initiatives despite blistering attacks from the White House on such initiatives (“Delta’s DEI Stance Called Out After Toronto Plane Crash”, Newsweek, February 18, 2025).

The Myth of Meritocracy

Meritocracy is a political, social, or economic system in which people are assigned to positions of power, influence, or reward solely based on their abilities and achievements and not based on their social, cultural, or economic background or irrelevant personal characteristics. Meritocracy contributes to what makes America “A City Upon a Hill”. For President Ronald Reagan, and every President after him, the phrase is a powerful articulation of American exceptionalism (How America Became “A City Upon a Hill”, by Abram Van Engen, Humanities, the National Endowment For The Humanities, Winter 2020, Volume 41, Number 1). What makes America exceptional is that our leaders, corporate CEOs, physicians, University presidents and professors, and anyone in positions of responsibility, authority, financial management, scientific research, theology, spiritual and cultural interpretation, etc., are in their positions because of merit. Their hard work, discipline, self-sacrifice, delayed gratification, education, and connections allow them to be life’s great achievers. Merit is additionally defined as being worthy, deserving of praise, or deserving of a reward (Oxford Dictionary). It means to have value. Quite simply, what is going on today, is what has gone on in our society since its beginning – some people are just thought to be more valuable than others, and there are systems in place which guarantee it. Those who are deemed valuable are also those who are deemed meritorious, and by right, should be in positions of authority and leadership. Those deemed as having less value should never be in these positions, and there is nothing that they can do that justifies them ever being so.  If someone from a marginalized group or a female holds one of these positions, they, by definition, are unqualified to hold the position, and they are only there because of some program that lowered the standards and qualifications for that person.

The Racialization of DEI

Unfortunately, DEI, along with “Woke,” “Affirmative Action,” “Critical Race Theory,” “democracy” (with a small “d”), “Social Justice,” and a non-whitewashed “History of the United States,” has been racialized, and to a lesser degree, sexualized. During a recent discussion focused on DEI, Karen Hunter exposed the “Elephant in the Room”. In our country, the “Elephant” is almost always racism. She stated, “In reality, they – white folks – just don’t want you at the table!” (Karen Hunter, Urban View, Sirius Radio, January 30, 2025).

Having fallen down, how does DEI get back up and learn to walk? There are a host of reasons given as to how DEI can learn to walk. To move forward, it is crucial to avoid overreacting and remain focused on ensuring that discrimination does not eliminate gifted and talented individuals from the workforce, discourage potential customers, or negatively impact an organization’s reputation.

Staying updated on any changes affecting DEI-B is essential, as is reconsidering the language used—replacing “DEI-B” with words like diversity, equity, inclusion, belonging, unity, kindness, community engagement, and oneness to identify what resonates best within an organization.

Connecting DEI-B efforts to business outcomes, engaging in dialogue and courageous conversations, and reinforcing that DEI-B is not a threat to meritocracy are all critical steps. A truly merit-based society must be respectful of diversity, as without equity, there can be no true meritocracy.

It is important to stay the course, knowing that the majority of Americans support diversity, equity, inclusion, and belonging (Diversity Resources, Erich Tolles). As Walt Disney’s quote reminds us—and as many of us were taught growing up, especially in marginalized communities, “when you fall down, you get back up. If you are pushed down, you get back up and take care of it.” It is time for DEI to do the same.

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Starr Commonwealth Earns Prestigious 2025 Inclusive Workplace Recognition

We are proud to announce that Starr Commonwealth has been named a recipient of the prestigious 2025 Inclusive Workplace recognition by Best Companies Group, in collaboration with COLOR Magazine. This recognition celebrates businesses that are making exceptional strides in fostering inclusivity, belonging, and a sense of community within the workplace.

The Inclusive Workplace Program, which launched in late spring, assesses companies through comprehensive surveys and data analysis in key areas such as inclusion, belonging, psychological safety, community, and purpose. Companies that exceed these data-driven benchmarks are celebrated for their commitment to building environments where all employees feel valued and engaged.

“These companies serve as an inspiring example of what it truly means to create a workplace where everyone feels like they belong and can bring their full selves to work.”

Jaime Raul Zepeda, Executive Vice President of Best Companies Group

For us at Starr Commonwealth, this recognition is a reflection of our unwavering commitment to our people and to the Oneness of Humankind as a core value. Starr Commonwealth recognizes the past and current struggles of identity groups who have been historically marginalized, impacted by toxic hierarchy, and taken by violence. We believe that equitable environments create opportunities for effective problem solving, sustainable growth, and, in general, a more holistic understanding of the world.

The organizations making up this list will be celebrated during a virtual event on March 6, 2025, and in the 2025 Top Inclusive Workplaces digital publication, published by Best Companies Group and COLOR Magazine.

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The Oneness of Humankind: Payam Akhavan on the Power of Empathy and Global Unity

In a world often fraught with despair and division, conversations that inspire hope, resilience, and a vision for a better future are more crucial than ever. In a recent episode of Starr’s Resilience Matters Podcast, Elizabeth Carey, President and CEO of Starr Commonwealth, sat down with Dr. Payam Akhavan, renowned international human rights lawyer, to explore the profound role of empathy, community, and justice in shaping a more united world.

 

The Power of Resilience and Empathy

Reflecting on his childhood as a persecuted Baha’i minority in Iran, Dr. Payam Akhavan shared how witnessing unimaginable suffering and injustice shaped his resolve to fight for human rights. His experiences in war zones revealed both the worst and most cruel expressions of human nature, as well as our capacity for nobility. Despite immense suffering, Payam highlights that resilience stems from the shared human ability to find purpose and strength in the face of adversity.

“Where there is apathy, there is always an excuse. Where there is empathy, there is always a solution.”

–Dr. Payam Akhavan

This simple yet profound insight underscores that change begins with individual responsibility and compassion. Whether in international courts or local communities, embracing empathy allows us to find solutions where hopelessness once reigned.

Grassroots Transformation and a Collective Future

Payam passionately argues that systemic change happens from the ground up, led by ordinary individuals in their everyday lives. Political systems and global institutions may play a role, but enduring transformation begins with “humanitarian entrepreneurs”—individuals who dedicate themselves to serving humanity in their own backyards.

Elizabeth echoed this vision, connecting it to Starr Commonwealth’s belief in seeing problems as opportunities for growth. Payam emphasized the importance of teaching youth values of justice, unity, and spiritual reflection to counteract the growing culture of despair and disconnection.

“We must understand that we are part of one human family, and our interdependence is not optional—it is reality. Our future will either be one of shared survival or shared peril.”

–Dr. Payam Akhavan

Finding Hope Amid Challenges

While the challenges of climate change, political conflicts, and cultural divisions loom large, Payam remains hopeful. He describes our era as a “turbulent transition” to a planetary civilization—a future where the oneness of humankind is not just a lofty ideal but an inescapable necessity. Payam’s words remind us that cultivating resilience is not about avoiding challenges but embracing them as opportunities to grow, connect, and contribute to a better world.

This conversation with Payam Akhavan is both a call to action and a reminder of our shared responsibility. Whether we’re supporting youth, fighting for justice, or simply showing kindness in our communities, we each hold the power to transform our world.

listen to the full episode now

 

 

 

 

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Positive Parenting Made Easy: Turn Challenges into Wins with Goodtimer This Holiday Season

At Starr Commonwealth, we believe in empowering families, teachers, and caregivers to create positive, nurturing environments for children. That’s why we’re thrilled to partner with Plus Up, the brilliant minds behind Goodtimer—an innovative tool designed to strengthen resilience by teaching self-regulation, fostering healthy habits, and empowering children to make positive choices.

And here’s the best part: This holiday season, as a valued member of Starr’s community, you can bring the magic of Goodtimer home with an exclusive offer—up to 40% off!

Here’s how Goodtimer can help your child develop resilience and transform challenges into growth opportunities.

What Is Goodtimer?

Goodtimer 2, the latest version of this 9-time award-winning educational platform, is designed to help kids (ages 2+) build healthy habits through positive reinforcement, tangible incentives, and family participation.

The device uses a token economy system paired with a glowing visual tracker. When children follow agreed-upon rules, Goodtimer lights up segment by segment, reinforcing their progress and resilience. If rules are broken, flipping the Goodtimer pauses the process, signaling a chance to reflect and reset.

With the Goodtimer mobile app, parents can monitor progress, customize settings, and access tailored resources to guide their child through challenges.

How Does Goodtimer Work?

1. Set Clear, Achievable Goals

Goodtimer empowers kids by involving them in creating simple, kid-friendly house rules using the app or included children’s book. These rules set clear expectations, giving children the confidence to work toward achievable goals while reinforcing their sense of agency. A handy rules sticker offers a clear, visual reminder for little ones.

2. Celebrate Success and Learn from Mistakes

As children follow the rules, Goodtimer lights up glowing segments and rewards them with tokens once all 12 segments are activated. Tokens can be redeemed for family-chosen rewards like a movie night or a favorite activity.

When mistakes happen, flipping the Goodtimer pauses progress without punishment. This creates a safe space to reflect, learn, and bounce back stronger.

3. Tackle Missteps Positively

When rules are broken, simply flip Goodtimer upside down to pause the glow. This gentle signal encourages reflection and opens the door for a supportive conversation about better choices and social emotional learning. The app provides tailored tips, helping everyone refocus and move forward.

Why Families Love Goodtimer

Goodtimer doesn’t just encourage good behavior—it builds life skills that prepare children for success. Here’s why it works:

  • Strengthens Emotional Resilience: Kids learn to self-regulate, recover from mistakes, and approach challenges with a growth mindset.
  • Reinforces Positive Actions: Goodtimer focuses on celebrating success, building confidence and self-esteem with every good choice. Recognizing good behavior is one of the most effective motivators for kids.
  • Engages the Whole Family: By turning goal-setting and rewards into a collaborative process, Goodtimer fosters a strong family connection.
  • Customizable for Individual Needs: Parents can adapt Goodtimer to fit their child’s unique personality and developmental stage, offering actionable guidance when needed, making it a thoughtful partner for families.

Add Goodtimer to Your Parenting Toolbox This Holiday

This is your opportunity to make positive parenting even easier—and save while you’re at it! During the holiday sale, Goodtimer is available for up to 40% off.

Visit www.gogoodtimer.com to learn more and grab yours at this unbeatable price.

With Goodtimer and its new app by your side, you can turn challenging moments into opportunities to teach, connect, and grow. Let’s make great choices together! 💙

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Introducing Our Redesigned Store Streamlined Certifications: Access Everything in One Place

We’re excited to announce the launch of our redesigned store and learning platform! After listening to your feedback and identifying ways to improve, we’ve made key changes that will streamline your experience and make it easier to access everything you need—all in one place.

What’s New?

Our goal was to create a platform that enhances the user experience while addressing the challenges of navigating multiple systems. Here’s what you can expect:

One Account for Everything—No more juggling multiple logins across multiple sites! The new platform now allows you to access all your courses, resources, certifications, videos, and StarrPASS membership content using one account. Whether logging in to continue a course or exploring additional resources, everything is now available at store.starr.org.

Streamlined Navigation—We’ve redesigned the platform to provide a more intuitive, user-friendly interface. With a clearer structure, finding the resources you need—whether course materials, certification information, or other learning tools—is easier than ever.

Seamless Access—The platform’s redesign ensures a smoother experience and offers an improved user experience for navigating courses and learning materials. You’ll find it easier to move between lessons, access supplementary resources, and track your progress— with fewer clicks and more intuitive navigation. We aim to save you time and make your learning journey as straightforward as possible.

Simplified Certification Packages—As part of our platform update, we’ve streamlined our certification offerings. Previously, we offered silver, gold, and platinum packages of our trauma specialist certifications. These have now been combined into one simple certification package for each audience (education, early childhood, and clinical), including the course, certification, digital badge, and digital and printed resources. This new, comprehensive package ensures you have everything you need in one place, making the certification process clearer and easier to navigate.

Why These Changes?

You spoke, and we listened. We know how frustrating it is to manage multiple logins across different platforms and face challenges when accessing content quickly. We’ve worked hard to address these pain points and provide a more integrated and cohesive experience. The upgrade is all about making the learning process more efficient, saving you time, and giving you quicker access to the information that matters most to you.

What Do You Need to Do?

If you’re ready to explore the upgraded platform, here’s what you need to know:

1. Reset Your Password: As part of this upgrade, you will need to reset your password to gain access to the redesigned platform. Click here to reset your password.

2. Explore the New Platform: We encourage you to reset your password and then explore the content at store.starr.org. Once you have made a new purchase, feel free to navigate around, test the features, and let us know how the system works for you.

3. Looking for Your Old Content? If you need to access content from the previous platforms, don’t worry—you can still visit learn.starr.org or watch.starr.org for continued access to your materials. Please note that access to these platforms will be available until December 31, 2024.

4. Additional Questions about Changes? We have developed a Frequently Asked Questions (FAQs) page in our new store. Click here to access frequently asked questions.

5. We Want Your Feedback! Your input helped shape these upgrades, and we’re still listening! We’d love to hear your thoughts as you explore the new platform. If you have any suggestions or encounter any issues, please contact us at info@starr.org.

Thank you for your patience and support as we continue to improve your experience. We’re confident these changes will make learning and accessing content easier, faster, and more efficient. As we transition to the redesigned platform, we’re committed to providing a smooth and seamless experience. However, if you notice anything missing or encounter any errors, please bear with us as we refine and improve the system. Your understanding and patience are greatly appreciated, and we encourage you to contact our support team at info@starr.org if you need any assistance or have any feedback.

Head over to store.starr.org and start exploring the new platform today!

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Transform Learning with Social-Emotional Skills

Courageous Choices: Empowering Students

Courageous Choices is a comprehensive social-emotional learning (SEL) program that equips students with essential skills in emotional awareness, self-regulation, and resilience. Available in versions for K-5 and early childhood (Pre-K), the program addresses the critical need to build self-awareness and foster lifelong self-regulation strategies. This updated edition continues to offer CASEL-aligned tools for teaching social, emotional, and behavioral skills, grounded in trauma-informed and resilience-focused principles. Through Courageous Choices, students learn to manage emotions, improve behavior, and apply these skills in all areas of life, both in and outside school.

What’s Included?
Courageous Choices offers a rich suite of materials to support SEL in classrooms and behavioral health settings, designed for skill development, practice, and reinforcement.

  • Guidebook: Printed and digital guidebooks per grade level
  • Calming Corners Visuals: Tools for a self-regulation space in each classroom
  • Google Slide Lessons: Ten digital lessons to introduce each SEL skill
  • Posters: Display materials to support continuous skill reinforcement in the classroom
  • Student Worksheets: Exercises for practicing and reviewing each skill
  • Parent/Caregiver Strategies: Tools to encourage skill reinforcement at home

What Sets Courageous Choices Apart?
Courageous Choices is a flexible and impactful SEL program with unique benefits for teachers and students:

  • Seamless Integration: Complements any SEL curriculum, enhancing existing programs with minimal disruption.
  • Real-World Application: Provides students with actionable skills to manage stress, regulate emotions, and build resilience.
  • Trauma-Informed and Resilience-Focused: Built on trauma-informed principles, helping students develop resilience to face challenges.
  • Flexible Implementation: Suitable for both school and behavioral health settings, adapting to diverse learning environments.
  • Lifelong Skills: Prepares students to apply social and emotional skills across settings for lasting personal growth.

Bring Courageous Choices to Your School or Organization
Empower your students with tools for social, emotional, and behavioral success—in school and beyond. Purchase Courageous Choices or contact us to see how it can meet your unique needs.

    Have questions? Contact our experts to learn more about how Courageous Choices can benefit your students.

    Take the first step toward building a resilient, emotionally aware learning environment!

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    Building Sustainable Mindset Shifts Together: A Journey to Trauma-Informed Resilience

    If you’re working with youth today, you know firsthand how complex it is to meet their needs, especially for those who carry profound experiences of trauma.  Many of us entered this field because we believe in the potential of every young person. Yet the realities of trauma, adversity, and instability often make it challenging to help each child reach their fullest. At Starr, we understand these challenges deeply, and it’s led us to develop resources to support you in this work for over 100 years—to help foster the safety, resilience, and compassion that children and youth need to thrive.

    Shifting to a trauma-informed, resilience-focused approach is a journey that goes beyond policies and daily practices. It’s a mindset shift that takes root slowly and grows with each new experience and insight. Embracing this approach can mean rethinking not just how we interact with children but how we support each other as professionals. It’s a change that is as much about empowering teams as it is about helping children. We’re here to walk this path with you, offering resources that aim to make this journey sustainable and impactful for both children and the adults who guide them.

    Building Internal Capacity: Empowering Each Team Member

    At the heart of any lasting change is a strong, empowered team. We know that when every team member has a foundation of shared understanding and practical tools, they can better support each other and the children they serve. That’s why our certification programs are designed to support capacity-building in ways that fit the needs of various professional settings, from K-12 education to clinical and early childhood environments.

    For K-12 educators, our Trauma and Resilience in Education Certification offers specific, actionable steps that educators can use in their classrooms and school communities. The learning process and resources help answer not just “why” trauma-informed practices matter but “how” to create an environment where students feel safe and supported. We’ve found that as educators integrate these practices, they support students and build a resilient, cohesive team that feels equipped for the challenges of this work.

    In clinical settings, the Certified Trauma and Resilience Specialist in Clinical Settings provides clinicians with a range of trauma-sensitive interventions tailored for those working directly with children experiencing trauma. We’ve included sensory-based tools and strategies to address trauma symptoms like anxiety and aggression, along with resources for ongoing self-care. This certification is about more than just gaining new techniques; it’s about building the resilience of clinicians themselves, fostering a sense of confidence and support in each session.

    For early childhood professionals, our Trauma-Informed Early Childhood Certification focuses on the unique needs of young children. This process offers guidance on creating predictable, nurturing routines, and trauma-sensitive interactions so that children feel safe and connected, especially during this foundational stage of their development. Our hope is that these resources provide early childhood teams with a framework they can integrate into their daily work so that even the youngest children experience security, stability, and care.

    Caring for Ourselves as We Support Each Other

    We understand that supporting children who have experienced trauma is deeply rewarding but also emotionally demanding work. As professionals, it’s easy to put the needs of others before our own, but trauma-informed work must include taking care of ourselves and each other. Each certification program integrates self-care resources and reflective tools, such as the Circle of Courage Self-Assessment, allowing teams to check in with their own well-being. These resources are reminders that being trauma-informed is as much about supporting adults as it is about supporting children. When each team member feels valued and equipped to take on challenges, they can show up wholeheartedly for their colleagues and the children they serve.

    Walking This Path Together

    For us, supporting trauma-informed, resilience-focused work is about more than training; it’s about being a part of a larger journey to create safe, supportive environments where every person—children and adults alike—can heal, grow, and thrive. Whether you’re just beginning this shift or building on what you already know, we’re here as a partner, offering our hand as you continue your journey. If you’re exploring ways to bring a trauma-informed, resilience-focused approach to your team, we welcome you to take a look at our certification options. Each one is crafted to be a steady companion, offering practical support, reflective resources, and a community that understands the meaningful work you’re doing.

    Together, let’s create spaces where every interaction with a child is a chance to build trust, foster resilience, and instill hope. We’re here for every step of this journey, helping to make lasting change, one interaction at a time.

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    Be a Part of Starr’s 8th Annual Night of Starrs – Reserve Your Ticket to an Evening of Inspiration!

    Registration for the 8th Annual Night of Starrs is now open! This annual donor appreciation and fundraising event will take place October 17, 2024, from 6-9 p.m. at Starr’s historic Albion Campus. This year’s event will feature an engaging networking event, including heavy hors d’oeuvres from Schuler’s of Marshall. A formal program will follow that shines a spotlight on the impact Starr has had over the past year, as well as the voices of Starr alumni, as well as the young people whose lives have been impacted by Starr’s programs.

    The event will weave together the stories of Starr’s past, present, and future, celebrating progress and highlighting powerful stories of resilience, redemption, and personal growth. Awards and scholarships will be presented to community members and program participants from across Michigan who exemplify Starr’s mission. Speakers include a Starr residential alumnus, who will share his inspiring journey before and after his time at Starr. Marquisa, a young, single mother currently enrolled in Starr’s F.O.C.U.S. Forward program, will be awarded a scholarship in recognition of her achievements. La’Jiah, a Starr Behavioral Health client starting her studies at Ferris State University, will also receive a scholarship, and Maurice “Big Moe” Barry, a local champion and advocate, will be honored with the prestigious Stand Tall Award for his story of redemption and service.

    In addition to the awards ceremony, Starr Commonwealth will host a Prize Pull with a wide range of unique items, from gift certificates for local restaurants and golf courses to overnight experiences and other items worth far more than the cost of entry. A Reverse Auction will also be conducted during the event’s finale, where attendees will be invited to ‘pay it forward’ by bidding to underwrite special scholarships, helping underinsured behavioral health clients, and giving to various Starr programs through their generosity. All funds raised from tickets and on-site activities will go toward Starr’s critical work with children, families, and communities, with hopes to exceed last year’s fundraising goal of $110,000.

    “Through the Night of Starrs, we want people to truly see the impact of their giving,” said Randy Neumann, Starr board chair and Night of Starrs event MC. “This year’s focus is on ensuring that donors understand how their support is changing lives, and who better to hear that from than those we serve.”

    With registration limited to 200 attendees, this year’s Night of Starrs promises to be an intimate, heartfelt celebration of Starr Commonwealth’s continued growth and impact.

    Click here for more information, to reserve your spot, or to make a donation in lieu of attending.

    Thank you to our event sponsors, Oaklawn Hospital!

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    Discover how schools can better support students and educators beyond the classroom

    Schools face the growing challenge of supporting students and educators carrying more than just academic burdens. Starr’s Chief Clinical Officer, Dr. Cae Soma, has shared insightful strategies in their latest blog, “Five Ways Schools Can Lighten the Load: When Students and Educators Carry More Than Books,” for our partners at the Michigan Association of Superintendents & Administrators. This blog explores essential methods such as acknowledging and validating emotional challenges, providing professional development and resources, integrating emotional and mental health services, enhancing communication and engagement, and creating a culture of well-being. Dive into this essential read to explore practical ways to enhance emotional and mental well-being in educational environments. Read the full blog here.

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    Starr Commonwealth Releases External Validation of its Trauma & Resilience Professional Learning Courses and TISQ Survey Tool Through an Analysis Conducted by STATCOM at the University of Michigan

    Starr Commonwealth has partnered with Statistics in the Community (STATCOM) at the University of Michigan for external validation of its program of work. Starr provides community-based programs and behavioral health services for children, youth, and families as well as professional learning for educators and clinicians in trauma-informed, resilience-focused care. Part of Starr’s mission is to increase accessibility to trauma-informed, resilience-focused, evidence-based intervention tools and programs. 

    STATCOM and Starr have collaborated on multi-year projects since their research partnership began in 2020. In their first project, STATCOM analyzed thousands of course evaluations submitted by participants of Starr’s foundational professional learning courses, including feedback collected during the COVID-19 pandemic. The study found that most enrollees found the learning experiences useful and beneficial, and overall, participants were highly satisfied with the content and materials of the course, the instructor, and the teaching quality. Further, most course-takers professed a mastery of course concepts, a willingness to take another Starr course, and would make strong endorsements of the course to their colleagues. Click here to read a full report of STATCOM’s analysis.

    In another project, STATCOM conducted an external validation of Starr’s Trauma-Informed Schools Questionnaire (TISQ) administered to school staff members. The TISQ measures a school’s trauma-informed, resilience-focused practices, highlighting strengths while identifying areas where the school can add strength-based interventions to improve upon its efforts. STATCOM’s testing shows that Starr’s TISQ is both valid (accurate – measures what it intends to measure) and reliable (measures consistently), indicating that it is a quality survey instrument that schools can use with confidence to track implementation progress. A full report of STATCOM’s validity and reliability analysis is available at www.starr.org/tisq.

    Currently underway is a project that involves measuring the impact of Starr’s Student Resilience and Empowerment Center program for middle schoolers. The immersive, half-day program provides students access to supports to learn, practice, and master new coping strategies for emotional awareness and regulation that can lead to improved health and well-being. STATCOM is in the process of conducting an analysis of three years of participant data since the program’s inception.

    “We are so fortunate to partner with STATCOM at the University of Michigan for external validation of our work at Starr,” said Dr. Stacey Levin, Vice President of Operations & Impact at Starr Commonwealth. “Leveraging STATCOM’s expertise has been instrumental in building an evidence base that supports the effectiveness of Starr’s work, as we aim to ensure the delivery of high-quality offerings to those we serve. STATCOM’s support provides an additional layer of evaluation that amplifies the evidence of Starr’s impact. We plan to continue this extraordinary partnership for many years to come!”

    “STATCOM students volunteer their time and expertise out of an innate drive to affect real change in our communities – something we share with Starr Commonwealth”, said Stephen Salerno, Co-President of STATCOM and PhD Candidate in the Department of Biostatistics. “Working with Starr has given our volunteers wonderful perspective on the importance of adopting trauma-informed practices and yet another timely example of just how prolific the need to understand data is across disciplines. We are thrilled to partner with Starr and look forward to more opportunities to collaborate!”

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    Omni from GVSU expands with programming from Starr Commonwealth

    Courses, training in trauma-informed care available to professionals who work with children

    Contact: Michele Coffill, GVSU University Communications, (616) 331-2224, coffillm@gvsu.edu
    Gregg Strand, Starr Commonwealth Senior Director of Advancement, strandg@starr.org

    Media note: photos to accompany this story are available to download here.

    GRAND RAPIDS, Mich. — Omni from Grand Valley State University is continuing its mission to help Michiganders further their careers through upskilling by expanding course offerings and training in trauma-informed care through a partnership with Starr Commonwealth, a leader in transformational programs and services for children and families.

    Leaders from both institutions signed an agreement on August 12 at GVSU’s DeVos Center for Interprofessional Health.

    Programming will be available through Omni, the university’s regional network of organizations and community colleges that bring a Grand Valley education to learners wherever they live. Initially, an on-demand course, “Children of Trauma and Resilience,” taught by a Starr Commonwealth clinician, will be available with more Starr Commonwealth programs to follow.

    GVSU President Philomena V. Mantella said, “Omni is built to bring skill training and education to people where they are, and this new partnership will allow individuals who work with children to better serve Michigan’s kids and help them thrive.”

    Starr Commonwealth, founded in 1913, has a long history of developing and delivering trauma-informed and resilience-focused programs. 

    Starr Commonwealth President Elizabeth Carey expressed her enthusiasm for the partnership. “We are honored to join forces with GVSU’s Omni network to extend our reach and impact,” Carey said. “Together, we can equip more adults and systems of care with the tools to foster resilience and healing in children who have experienced trauma. This initiative aligns with our theory of change, which has a growing evidence base to support that when trauma-informed and resilience-focused adults work within trauma-informed and resilience-focused systems, the health and well-being of children will improve.”

    Kara Van Dam, chief executive for Omni, said she was inspired to partner with Starr Commonwealth because its instructors and clinicians “help children have a good start by helping them heal from a traumatic one.”

    “We’re so pleased to partner with Starr Commonwealth on relevant programming that will help social workers and professionals who work with youth advance their careers,” Van Dam said. “We also support Starr because they see that the entire ecosystem of children—parents, caregivers, teachers, first responders, and more—has to be engaged in trauma-informed practice to ensure these positive outcomes.”

    Joe Stewart, Battle Creek area business leader, has served on GVSU’s Board of Trustees and has also been a longtime supporter of Starr Commonwealth. Stewart gave remarks at the event, calling it a terrific strategic partnership.

    “We are not only enhancing educational opportunities but ensuring that our communities’ professionals and organizational leaders are equipped with the knowledge and tools necessary to support and heal children affected by trauma,” Stewart said.

    Learn more online about the Children of Trauma and Resilience course, applicable to social workers and educators for continuing education hours.

    Omni from GVSU offers multiple pathways—certificate, badge, and degree programs—to meet the needs of adult learners.

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    Inspiring Change Through Basketball at Starr Commonwealth’s Racial Equity Camp

    From June 11-13, 2024, Starr Commonwealth, in collaboration with the Kentucky Coaches Advancing Racial Equity (K-CARE), Play Right Sports Academy, and ExcelU, hosted a one-of-a-kind three-day camp. This unique experience brought together diverse basketball teams, fostering a sense of unity and shared learning.

    The roots of this camp can be traced back to 2022, when a group of Kentucky coaches united with a common goal—to create a camp that would fearlessly utilize basketball as a tool for addressing racism, fostering community relations, promoting mental health, building resilience, and instilling accountability. This camp was a testament to the power of sport in transcending barriers and fostering understanding among individuals from diverse backgrounds.

    Starr basketball camp game

     

    Teams came together on Starr Commonwealth’s historic Albion campus from Atherton (Louisville), Kentucky, as well as Wayne Memorial (Detroit), Traverse City, Bellaire, Jackson and Battle Creek, Michigan. Players, coaches and teams alternated between practices, games, meals and counseling with Starr’s team of Resilience Coaches, who engaged participants in team building and personal relationship activities. Retired NBA player and founder of ExcelU, Willie Burton attended the camp and shared his journey with players. Coaches also had time to explore their vision for the camp and how they and others can grow the experience in the future.

    As one camp attendee shared, “There was sweat, blood, and tears….it was awesome!”

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    Nurturing Resilience Through Play in Early Childhood

    “Children need the freedom and time to play. Play is
    not a luxury. Play is a necessity.”

    Kay Redfield Jamison

    Imagine a garden where every child is a budding flower, each needing care and attention to blossom fully. Throughout the early childhood journey, we often find ourselves navigating the delicate task of fostering resilience in our young learners. Resilience, that crucial capacity to bounce back from adversity, is a cornerstone for a fulfilling life with universal hope, boundless love, and limitless success. The magic ingredient to fostering this resilience? Play.

    The Power of Play: More Than Just Fun

    Play is often dismissed as a frivolous activity, merely a break from the “real” learning. However, research paints a different picture. By shifting our mindset, we can recognize that play is a fundamental way for children to explore themselves and the world around them. Deprived of play, children risk losing their imagination and autonomy. Through play, the seeds of critical social, emotional, and cognitive skills are planted, ready to be nurtured throughout their lives.

    The Trauma-Informed Lens

    A trauma-informed approach recognizes that many children come to us with invisible backpacks filled with stress, anxiety, and adverse experiences impacting their growth and development. One of the most powerful protective factors for fostering resilience and promoting healing is the presence of at least one caring adult who loves them irrationally and unconditionally. Wow, that’s powerful! By creating safe, nurturing, and playful environments, we can help children unpack these burdens, fostering a sense of security and belonging. This foundation, supported by a trusted, loving relationship, is vital for resilience.

    Building Authentic Relationships

    At the heart of resilience lies the power of authentic relationships. As we all do, even the youngest children need to feel seen, heard, and valued. This sense of belonging and connection is the foundation of resilience. Here are some practical strategies to foster these relationships with our little ones:

    • Be Present and Attentive: Show genuine interest in each child’s thoughts, feelings, and experiences. Active listening and eye contact go a long way in making a child feel valued.
    • Create Consistent Routines: Predictability provides a sense of security. Consistent routines help children feel safe and understand what to expect, reducing anxiety and increasing confidence.
    • Celebrate Individual Strengths: Each child is unique. Celebrate their strengths and achievements, no matter how small. This builds self-esteem and a positive self-concept.

    Empowering Autonomy Through Play

    Empowering children to make choices and take control of their play fosters independence and self-confidence. Here’s how to start:

    • Offer Choices Whenever Possible: Provide a variety of play activities and let children choose what interests them. This autonomy in decision-making boosts their confidence and sense of control.
    • Encourage Problem-Solving: Allow children to encounter challenges during play and observe them finding solutions, simply offering support through guided facilitation rather than intervening. This builds critical thinking and resilience.
    • Promote Risk-Taking in a Safe Environment: Encourage children to take calculated risks in play. This could be trying a new activity or exploring new roles in pretend play. Ensuring a safe environment allows them to experiment and learn from failures without fear.

    Creating environments where every child feels included, capable, and joyful is crucial for fostering resilience because these environments help children develop a strong sense of self-worth and belonging. When children feel accepted and valued, they are more likely to take risks, persevere through challenges, and recover from setbacks. Here are a few ideas to incorporate into your child’s experiences to nurture resilience through play:

    • Sensory Exploration Stations: Create sensory bins or exploration stations with materials like rice, beans, fabric scraps, or natural objects (smooth stones, pinecones). Allow children to explore textures, colors, and shapes freely. This encourages sensory development and fosters a sense of curiosity and discovery.
    • Practical Life Activities: Introduce simple, age-appropriate tasks such as pouring water from a small pitcher into a cup, transferring objects between containers, or sorting shapes or colors. These activities promote fine motor skills, concentration, and independence.
    • Nature Walks and Outdoor Exploration: Take children on nature walks where they can explore natural surroundings, touch leaves, feel different textures, and observe insects or birds. Spending time outdoors supports sensory development, physical activity, and a connection to the natural world.
    • Music and Movement Activities: Engage children in music and movement activities such as singing songs with hand movements, dancing to music, or playing simple instruments like shakers or bells. Music and movement support language development, coordination, and emotional expression.
    • Quiet Reading and Storytelling:
      Create a cozy reading corner with age-appropriate books and soft cushions or rugs. Read aloud to children, using expressive voices and gestures. Storytelling helps develop language skills, imagination, and a sense of comfort and security.

    These sensory-based activities are designed to be child-led, promoting independence, exploration, and learning through hands-on experiences while having fun! Incorporating trauma-informed practices involves creating a safe and supportive environment where children feel secure and valued, allowing them to explore and learn at their own pace.

    Embracing the Journey

    As early childhood professionals, we teach, guide, support, and inspire. Embrace the journey with a playful heart, and watch your young learners grow into resilient, confident, and joyful individuals. Remember, the seeds of resilience are planted in the rich soil of play, nurtured by genuine connections, and cultivated through empowering experiences.

    In the words of Fred Rogers, “Play is often talked about as if it were a relief from serious learning. But for children, play is serious learning. Play is the work of childhood.” Let’s embrace this philosophy and create a world where every child has the opportunity to thrive. Happy playing!

    Ready to make a significant impact on young lives? Equip yourself with the essential skills to support and heal early childhood trauma. Enroll in Starr Commonwealth’s Trauma-Informed Certification for Early Childhood today and be the catalyst for change in your community. Learn more at https://starr.org/trauma-certification-early-childhood/.

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    Essential Strategies for School Safety: Insights from Starr Experts

    In June, Starr experts highlighted important concepts through two articles on the Michigan Association of Superintendents & Administrators (MASA) website.

    In an article titled “Protecting Schools from Violence: What Matters Most?” Dr. Caelan Soma, Starr’s Chief Clinical Officer, outlines how schools need comprehensive safety plans with preventive measures, emergency responses, and recovery strategies that are regularly updated and practiced. Engaging parents, law enforcement, and mental health professionals is essential. Addressing students’ mental health through early intervention and providing support can also prevent threats.

    To learn more about these essential strategies and how to implement them in your school, read “Protecting Schools from Violence: What Matters Most?” at MASA’s website.

    In a second article titled “Fostering Safe and Supportive Schools: Empowering Educational Leaders,” Erica Ilcyn, a Trauma & Resilience in Education Senior Consultant at Starr, outlines how creating a safe and supportive school environment goes beyond physical safety. It involves empowering educational leaders to implement trauma-informed systems that reduce exclusionary practices and create a supportive school culture that addresses all students’ needs. Building a trauma-informed system requires collaboration among teachers, administrators, and mental health professionals, ensuring consistent and practical application of policies and practices.

    For a comprehensive guide on implementing these practices and fostering a nurturing school environment, check out the full article.

    By reading these articles, you’ll gain valuable insights into creating safer, more supportive schools for all students. Take advantage of these essential strategies!

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    Five Ways to Foster Resilience

    As professionals dedicated to working with youth, we are entrusted with a profound responsibility and a unique privilege: to shape and influence the lives of the young people we encounter. The most critical protective factor for increasing a child’s resilience is ensuring they believe they have at least one adult who loves them irrationally and unconditionally. This can be achieved by authentically connecting with children in a way that feels natural to them.

    Every interaction with a child is an opportunity to foster resilience, build trust, and nurture a sense of belonging. Through the Circle of Courage principles and a trauma-informed approach, we can ensure that every child feels loved, valued, and cared for, exactly as they are and who they hope to be.

    The Circle of Courage: A Foundation for Resilience

    The Circle of Courage outlines four essential components that contribute to a child’s sense of belonging and overall well-being: Belonging, Mastery, Independence, and Generosity. Integrating these principles into our daily interactions creates an environment where children can thrive, even in adversity.

    1. Belonging: Cultivating Connections and Community

    The cornerstone of resilience is a strong sense of belonging. Children need to feel that they are part of a community that values and accepts them. As professionals, we can foster this by:

    • Proactively Responding to Bids for Attention: Children often fulfill their need for attention through their behavior, whether it’s positive or negative. By recognizing and responding to these bids in real-time, we affirm their worth and show them that they are seen and heard. A smile, a kind word, or a moment of undivided attention can make a world of difference.
    • Creating Inclusive Environments: Ensure that every child feels welcomed and included. Celebrate diversity and make a conscious effort to understand each child’s unique background and experiences. This helps build a community where every child feels they belong.

    2. Mastery: Encouraging Growth and Achievement

    Children need opportunities to learn, grow, and achieve. When we help them build skills and celebrate their successes, we empower them to take on new challenges confidently.

    • Setting Achievable Goals: Work alongside children to set realistic and attainable goals. Celebrate their progress, no matter how small, and provide positive reinforcement to encourage continued effort and persistence.
    • Offering Support and Resources: Provide the tools and resources children need to succeed. This might include tutoring, mentorship, or access to extracurricular activities that align with their interests and talents.

    3. Independence: Empowering Self-Agency and Choice

    Children need to feel that they have control over their lives and the ability to make choices. By fostering independence, we help them develop a sense of responsibility and self-efficacy.

    • Encouraging Decision-Making: Involve children in decisions that affect them. This can be as simple as allowing them to choose their activities or as significant as involving them in developing their own support plans.
    • Respecting Individuality: Recognize and honor each child’s unique strengths, interests, and needs. Encourage them to explore their passions and support them in pursuing their own paths.

    4. Generosity: Instilling a Sense of Purpose and Connection

    Helping children understand the value of giving back and contributing to their community fosters a sense of purpose and connection.

    • Modeling Generosity: Show children what it means to be generous through your own actions. Volunteer together, engage in community service or random acts of kindness, and discuss the importance of helping others.
    • Creating Opportunities for Contribution: Provide children with opportunities to contribute to their community through small acts of kindness or larger community projects. This helps them see their potential to make a positive impact.

    Joyful Engagement: The Heart of Trauma-Informed Care

    A resilience-focused approach requires us to meet each child with empathy, patience, and joy. By embracing every interaction as an opportunity to uplift and support, we can transform the lives of the children we serve. Here are some practical ways to infuse joy and care into our daily interactions:

    • Be Present: Give children your full attention. Listen actively and show genuine interest in their thoughts and feelings.
    • Celebrate Uniqueness: Acknowledge and celebrate what makes each child unique. Encourage them to express themselves and validate their experiences.
    • Foster Positive Relationships: Build strong, trusting relationships with the children you work with. Show them that they can rely on you for support and guidance.
    • Maintain a Positive Outlook: Approach challenges with a positive attitude and a problem-solving mindset. Be the calm that helps children see obstacles as opportunities for growth and learning.
    • Authentic Connection: Make every effort to connect with each child in a manner that resonates with them. Understand their language, their interests, and their needs. Show them that your care and love are unwavering and unconditional.

    By incorporating these practices into our work, we can create environments where children feel safe, valued, and empowered. Every interaction is a chance to build resilience, and by embracing this opportunity, we can make a lasting impact on the lives of the young people we serve. Let’s commit to making every moment count, nurturing resilience, and ensuring every child knows they are loved and cared for exactly as they are.

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    How to Decrease Trauma Symptoms and Reactions of Anxiety

    Healing from Within

    We know that trauma is a profound and often distressing experience that can profoundly impact your mental, emotional, and physical well-being. The journey from trauma to healing is intricate, involving a complex interplay between the mind and body. Recognizing this connection is vital to fostering effective healing and recovery.

    Understanding Trauma and Its Symptoms

    Trauma can stem from a single overwhelming event or a series of adverse experiences such as accidents, natural disasters, violence, or sustained abuse. The symptoms of trauma can vary but often include:

    • Intrusive memories: Recurrent, involuntary memories or flashbacks of the traumatic event.
    • Avoidance: Steering clear of reminders of the trauma, whether people, places, or activities.
    • Negative changes in thinking and mood: Persistent feelings of hopelessness, guilt, or detachment from others.
    • Alterations in arousal and reactivity: Hypervigilance, exaggerated startle response, and difficulty sleeping.

    These symptoms illustrate how trauma is not just a psychological experience but a profound bodily one. The body’s stress response is activated during trauma. Without proper resolution, this state of high alert can persist, contributing to ongoing anxiety and distress.

    Anxiety as a Reaction to Trauma

    Anxiety is a common reaction to trauma, manifesting as a heightened sense of fear, worry, and unease. This reaction is your body’s way of staying on guard against potential threats. When this state of heightened alertness becomes chronic, it can lead to ongoing difficulties.

    From a resilience-focused perspective, anxiety can be seen as both a challenge and an opportunity. While it signals underlying distress, it also indicates that your body and mind are communicating about unprocessed trauma. Because we can not manage what we are unaware of, understanding and addressing these signals our bodies attempt to communicate is crucial for healing.

    The Mind-Body Connection in Healing

    The path to healing from trauma and its associated anxiety involves recognizing and nurturing the mind-body connection. Trauma is stored not just in our memories but also in our bodies. Therefore, effective healing practices must address both aspects. Here are some strategies to consider on your healing journey:

    1. Mindfulness and Meditation: These practices help you become aware of your bodily sensations and thoughts and connect to them without judgment. By cultivating a sense of present-moment awareness, you can begin to process and release stored trauma.
    2. Breathwork: Conscious breathing exercises can regulate the nervous system, reducing symptoms of anxiety and helping you feel more grounded and centered during moments of dysregulation.
    3. Restoring Resilience: Building resilience involves developing skills to manage stress and bounce back from adversity. This includes fostering social connections, practicing self-care, creating a positive outlook, and seeking support as needed.

    Healing Anxiety Reactions Through Sensory Interventions

    Treating anxiety rooted in trauma through sensory interventions offers a powerful approach to healing and restoring resilience. Sensory interventions engage the body’s senses to process and release trauma, calming the nervous system and reducing anxiety. Techniques such as:

    • Aromatherapy: Using calming scents like lavender to evoke a sense of peace.
    • Grounding Exercises: Engaging in tactile sensations, such as holding a comforting object, to help you reconnect with your body and the present moment.
    • Structured Sensory Interventions: Activities like art or music interaction allow for the expression and processing of trauma in non-verbal ways, facilitating emotional release and recovery.

    By incorporating these sensory interventions, you can gradually re-establish a sense of safety and resilience. Reconnecting your mind and body transforms anxiety into a pathway for healing. Building resilience is more than just coping with stress; it’s about thriving in the face of adversity. By integrating practices that honor the mind-body connection, you can develop greater emotional and physical resilience. This holistic approach not only addresses the symptoms of trauma and anxiety but also empowers you to reclaim your sense of well-being and purpose.

    Ready to enhance your skills in trauma-informed care? Become a Certified Trauma and Resilience Specialist to deepen your understanding of trauma’s impact on children and gain practical tools for effective support. Our certification equips professionals like social workers, therapists, healthcare providers, and others working with children to broaden their expertise in trauma-informed practices.

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    Understanding the SITCAP® Model: A Guide to Trauma and Resilience

    Key Points:
      • Brain science supports the efficacy of Starr’s Clinical Foundations of Trauma and Resilience and SITCAP® model in addressing trauma and fostering resilience.
      • The SITCAP® model is accessible to various professionals, not just licensed mental health practitioners, facilitating wider implementation.
      • Research highlights trauma as a public health crisis but identifies protective factors and interventions that can mitigate its impact.

    Sensory Interventions: Key to Trauma and Resilience

    Research on the impact of toxic stress, trauma, and resilience continues to support the core principles and components of Starr’s Clinical Foundations of Trauma and Resilience certification and Structured Sensory Interventions (SITCAP) model, reinforcing its practice-based evidence status. Childhood resilience research, the polyvagal theory, breakthroughs in the study of epigenetics, insights from the Adverse Childhood Experiences Study (ACEs) direct practice with at-risk and traumatized youth in various settings, feedback from Certified Trauma and Resilience Specialists using the SITCAP® model programs, and the significance of mind-body skills for emotional awareness and regulation continue to inform and shape our many SITCAP® model programs and interventions.

    Research and Community Needs

    Plentiful research supports the connection between trauma, toxic stress, and negative implications for emotional, behavioral, academic, and physical health. One out of every four children experiencing trauma and even more living with circumstances of toxic stress, such as food insecurity, affirms trauma as a public health crisis. The coronavirus pandemic further exacerbated the situation, affecting children, parents, and caregivers worldwide. In 2021, the American Academy of Pediatrics declared a National Emergency in Child and Adolescent Mental Health, a concern also recognized by the Children’s Hospital Association, the American Psychiatric Association, and the Biden Administration. However, research on protective factors promoting resilience offers hope that practitioners can facilitate healing in challenging situations.

    The Need for Practical Interventions

    Given the significant shortage of licensed mental health practitioners to meet the mental health needs of children and adults, every child-caring adult must have access to effective, short-term intervention tools to address trauma and build resilience. The SITCAP® model programs and intervention tools provide a viable solution. Starr’s Trauma and Resilience Specialist certifications are recommended for all wishing to use and implement the SITCAP® model program and interventions, aiding a broader range of professionals and families in need.

    Program Availability and Implementation

    SITCAP® model programs and interventions are now accessible for infants, toddlers, preschoolers, elementary, middle, and high school children, and their parents and caregivers. These interventions, practical for use in individual and group settings, are easy to learn. All programs and interventions are manualized and scripted, ensuring higher practice fidelity and supporting implementation and evaluation.

    Professional Development Opportunities

    Clinical Foundations of Trauma and Resilience offers an in-depth review of trauma’s impact on the brain and nervous system, including the polyvagal theory and the science of resilience. It provides a comprehensive look at the SITCAP® model’s core principles, components, and case examples of implementation, encouraging professionals to become Certified Trauma and Resilience Specialists and deepen their understanding of trauma’s impact on children along with gaining practical tools for support.

    Ready to enhance your skills in trauma-informed care? Become a Certified Trauma and Resilience Specialist to deepen your understanding of trauma’s impact on children and gain practical tools for effective support. Our certification equips professionals like social workers, therapists, healthcare providers, and others working with children to broaden their expertise in trauma-informed practices.


    References

    Briggs, E. C., Amaya-Jackson, L., Putnam, K. T., & Putnam, F. W. (2021). All adverse childhood experiences are not equal: The contribution of synergy to adverse childhood experience scores. American Psychologist, 76(2), 243.

    Masten, A. S., Narayan, A. J., & Wright, M. O. D. (2023). Resilience processes in development: Multisystem integration emerging from four waves of research. In Handbook of Resilience in Children (pp. 19-46). Cham: Springer International Publishing.

    Panchal, U., Salazar de Pablo, G., Franco, M., Moreno, C., Parellada, M., Arango, C., & Fusar-Poli, P. (2023). The impact of COVID-19 lockdown on child and adolescent mental health: systematic review. European child & adolescent psychiatry, 32(7), 1151-1177.

    Phillips, L., & Tucker, S. (2023). A closer look at the mental health provider shortage. Counseling Today.

    Richards, M. C., Benson, N. M., Kozloff, N., & Franklin, M. S. (2024). Remodeling broken systems: addressing the national emergency in child and adolescent mental health. Psychiatric Services, 75(3), 291-293.

    Soma, C., Sloan, J., Garipey, S., Mueller, G., Gerlach, R., Sanders-Cobb, H., & Mason, D. (2021). STARR: Sensory-based trauma assessment and intervention to restore resilience. Journal of Infant, Child, and Adolescent Psychotherapy, 20 (3), 277-289.

    Steele, W., & Kuban, C. (2010). Structured sensory trauma interventions. Reclaiming Children and Youth, 18(4), 29.

    Steele, W., & Kuban, C. (2013). Working with grieving and traumatized children and adolescents: Discovering what matters most through evidence-based, sensory interventions. John Wiley & Sons.

    Steele, W., & Raider, M. (2001). Structured sensory intervention for traumatized children, adolescents, and parents: Strategies to alleviate trauma (Vol. 1). Edwin Mellen Press.

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    Starr Commonwealth Hosts Transformative Community Forum on Innovative Approach to Poverty

    Starr Commonwealth, a leading organization dedicated to healing trauma and building resilience in children, families, and communities, hosted a community forum titled “An Innovative Approach to Poverty.” The event, held at Starr Commonwealth’s Albion campus on May 22, 2024, featured Dr. Marcella Wilson, Founder & CEO of Transition to Success® (TTS).

    Dr. Wilson, with over 30 years of extensive experience in healthcare administration, nonprofit management, behavioral health, criminal justice, and public sector programming, presented a compelling vision for addressing poverty. Her approach reframes poverty as an environmentally-based medical condition rather than a character flaw. In her book, Diagnosis: Poverty, Dr. Wilson outlines a scalable, sustainable, and multigenerational response that can be implemented across health, human services, government, education, and faith-based organizations.

    The forum brought together community leaders, educators, and professionals who are passionate about empowering individuals and families to become self-sufficient and economically independent. Attendees learned about evidence-based strategies and how to coordinate existing resources across sectors to combat poverty effectively.

    Unable to make it to this event? Starr will be providing this opportunity again in the future. Please contact us at info@starr.org if you are interested in learning more.

    clinician with child
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    Transform Your Clinical Practice: Master Trauma-Informed Care with Starr Commonwealth’s Certified Trauma and Resilience Specialist Certification

    Are you ready to advance your expertise in trauma-informed care with a Certified Trauma and Resilience Specialist certification from Starr Commonwealth? Dr. Caelan Soma answers all your questions about Starr’s new Clinical Foundations for Trauma and Resilience packages below.

    About Dr. Soma

    Dr. Caelan Soma, PsyD, LMSW, provides trauma assessment and trauma-informed, resilience-focused intervention for youth utilizing evidence-based practices, including Starr’s SITCAP© model programs.

    She has been involved in helping with the aftermath of disasters such as Sandy Hook, Hurricanes Katrina, Rita, and others. She has authored several books, the most recent, 10 Steps to Create a Trauma-Informed Resilient School and Healing the Experience of Trauma: A Path to Resilience. She is an internationally acclaimed speaker and trainer, and is the instructor for many Starr courses, including Clinical Foundations of Trauma and Resilience. She received her doctorate in Clinical Psychology at California Southern University, where she received the 2013 CalSouthern President’s Award.

    What are the new clinical packages?
    The new clinical certification is called Clinical Foundations for Trauma and Resilience. The packages combine didactic and experiential training, focusing on trauma and resilience in children and adolescents. Every package includes comprehensive training with lecture-style videos and opportunities for participants to practice what they learn; demonstrations of interventions are included. Case examples are also shared.  The packages differ only in the number of resources each includes.

    Who is this certification for?
    This certification is for any adult who works with children who have experienced too much stress or trauma. All adults, licensed and non-licensed professionals, can benefit from this certification. You will benefit from this training if you are a social worker, counselor, therapist, psychologist, youth care specialist, child life specialist, nurse, pastor, corrections officer, occupational therapist, or speech pathologist. The interventions taught in this training can be implemented in brief interactions or within traditional groups or individual therapy sessions. Interventions apply across all settings regardless of the type of trauma a child has experienced, from one specific event to complex trauma such as maltreatment.

    What will they learn?
    First, participants learn the importance of resilience. This is a critical component in establishing a strength-based mindset rooted in hope that supports the fact that stress and trauma do not seal a child’s fate. Stress and trauma are only one part of a child, and we can do many things as adults to help children experience interactions and activities that will build and strengthen their resilience while assisting them in managing the symptoms and reactions they experience.

    Participants will learn the common themes experienced with trauma and alternate themes supporting resilience. The focus is on not just how a child feels psychologically but also how they feel physically. Interventions to use immediately will help get to the root of how stress and trauma impact a youth’s nervous system. Resilience-building strategies offer professionals strategies for children to have experiences that reinforce connection and a sense of belonging, emotional regulation, value, and self-esteem.

    Every package includes strategies and interventions. Participants will receive everything they need to begin working with youth immediately after training. With hundreds of interventions and reproducible worksheets, professionals don’t have to wonder what to do with youth who need relief from stress and opportunities to feel empowered – they will have many tools at their fingertips.

    What types of resources are included?
    Each of the clinical certification packages includes a variety of excellent resources. All packages include a textbook, activities packet, trauma education booklets, and a behavior support plan complete with 3 assessment tools and strategies to foster and nurture resilience while healing trauma.

    How is it different from other certifications?
    This certification differs from others because it doesn’t stop at theory – it goes far beyond. It provides practical, easy-to-implement, evidence-based interventions for children of all ages across all settings. Many interventions rely solely on talk or cognitive processes. However, the sensory-based interventions provided in this certification have been designed to be used with children who are operating from a place of stress and terror. The interventions help regulate their nervous systems, help them find the words to explain their experiences, make youth active participants in their healing, and provide new ways of looking at themselves as empowered and survivors rather than victims. This certification will restore self-efficacy in child-caring professionals, providing them with agency and hope that their work with youth makes a difference regardless of how traumatic the experience.

    Starr’s Clinical Foundations of Trauma and Resilience is not just a certification; it’s a gateway to becoming part of a legacy that has shaped the field of trauma-informed care. With over 110 years of experience, Starr empowers you to make a lasting difference in the lives of those you serve. Start your journey today!

    Have more questions? Email us at info@starr.org.

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    Understanding Stress: Empowering Resilience through Mindfulness

    Throughout the beautiful journey of the human experience, stress emerges as a multifaceted phenomenon, weaving its threads through the fabric of our lives in various forms. From the everyday pressures of work and relationships to the deeper, more enduring effects of things like adverse childhood experiences, stress manifests in different ways, each with its own unique impact on our mental and physical health.

    It’s crucial to recognize the diversity of stress and its effects as we navigate our journey toward resilience. Everyday stressors, such as traffic jams or looming deadlines, can trigger our body’s natural fight-or-flight response, leading to temporary feelings of tension and anxiety. These stressors can often be helpful for us to leverage our body’s natural hormone and chemical response to overcome the obstacle in front of us with gusto. On the other hand, toxic stress, often stemming from prolonged exposure to adverse experiences, often stemming from childhood, can have profound and lasting effects on our overall wellbeing.

    However, amidst the complexities of stress, we possess a powerful tool: autonomy. We have the power to choose how we respond to stress, whether it’s by feeling overwhelmed and defeated or by proactively implementing strategies to mitigate its effects.

    Mindfulness serves as a beacon of empowerment in this regard. By cultivating awareness, compassion, and presence, we can navigate the ebb and flow of stress with grace and resilience. Rather than feeling helpless in the face of life’s challenges, we can reclaim agency over our mental and emotional wellbeing.

    Research has shown that mindfulness practices can significantly reduce the adverse effects of stress on our mental and physical health. By integrating simple daily practices into our lives, we can take a proactive approach to mental wellness, mitigating the impact of stress before it takes its toll.

    So, what can we do to cultivate mindfulness in our daily lives? Here are some practical strategies to get started:

    • Mindful Breathing: Take a few moments each day to focus on your breath, allowing it to ground you in the present moment. Notice the sensations of each inhale and exhale, and let them anchor you in a sense of calm and centeredness. With each inhale, acknowledge the sensations your body is experiencing and validate your feelings. With each exhale, give your body permission to release it and find an inner calmness.
    • Body Scan Meditation: Set aside time to scan your body from head to toe, tuning in to any areas of tension or discomfort. With each breath, invite relaxation to flow into those areas, releasing stress and promoting a sense of ease.
    • Mindful Movement: Engage in gentle movement practices such as yoga, walking, or stretching, paying attention to the sensations in your body as you move. Let each movement be a meditation in motion, connecting mind, body, and breath.
    • Gratitude Practice: Take time each day to reflect on the things you’re grateful for, no matter how small. Cultivating an attitude of gratitude can shift your perspective and foster a sense of joy and contentment, even in the face of adversity.
    • Mindful Eating: Slow down and savor each bite of your meals, paying attention to the flavors, textures, and sensations as you eat. Eating mindfully not only enhances your enjoyment of food but also promotes digestive health and overall well-being.

    By embracing mindfulness as a proactive approach to mental wellness, we can navigate life’s challenges with resilience and strength. Let us empower ourselves to take control of our well-being, one mindful moment at a time.

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    Prioritizing Mental Wellness in Education: A Trauma-Informed Approach to Empower Teachers and Students

    As we embrace Mental Health Awareness Month, it’s crucial to reflect on the invaluable role educators play in shaping the emotional and social well-being of our communities. Now more than ever, the importance of prioritizing mental wellness in schools cannot be overstated. At Starr Commonwealth, we believe in the power of a trauma-informed approach to education, one that champions the social and emotional well-being of every individual within the school community.

    Educators are the unsung heroes who impart knowledge and provide a nurturing environment where students can thrive emotionally and academically. However, to effectively support our students, we must first support our educators. They are the heartbeat of our schools, and their well-being is paramount to creating safe and supportive learning environments.

    Incorporating trauma-informed practices into schools is not just about understanding the impact trauma has on one’s ability to learn; it’s about fostering a culture of empathy, understanding, and resilience. It’s about recognizing that every individual brings their own unique experiences to the classroom and creating a safe space where they feel valued and heard; a space where every individual feels like they belong simply by showing up as their most authentic selves.

    So, how can we empower educators to prioritize mental wellness for themselves and their students? It starts with embracing a strengths-based approach—one that celebrates the resilience and potential within each person. Here are five effective strategies educators can implement today to prioritize student mental wellness in their learning environments from a trauma-informed approach:

    1. Create a Safe and Supportive Environment: Foster a sense of safety and belonging in the classroom by establishing clear expectations for behavior and providing consistent routines that are co-created between the teacher and students in the room. Create physical spaces that feel welcoming and comfortable, and encourage open communication where students feel safe to express their thoughts and emotions without fear of judgment.
    2. Practice Mindfulness and Self-Regulation: Incorporate mindfulness exercises and self-regulation techniques into daily routines to help students manage stress and regulate their emotions. Teach breathing exercises, guided meditation, or simple yoga poses to help students develop awareness of their thoughts and feelings, promoting emotional regulation and resilience.

    Get an in-depth guide to more mind-body activities by ordering the workbook below!

    1. Promote Positive Relationships: Build positive relationships with students based on trust, respect, and empathy. Take the time to get to know each student individually, show genuine interest in their well-being, and provide opportunities for meaningful connection. Recognize and celebrate their individual strengths and accomplishments daily, fostering a sense of belonging and worthiness.
    2. Teach Coping Skills: Equip students with practical coping skills to manage adversity and navigate challenging situations. Teach problem-solving strategies, effective communication skills, and stress management techniques to empower students to respond adaptively to stressors and build resilience. Encourage self-reflection and goal-setting to promote personal growth and development.
    3. Provide Access to Support Services: Ensure students have access to appropriate support services and resources to address their mental health needs. Collaborate with school counselors, social workers, and other mental health professionals to provide interventions and support tailored to individual student needs. Offer psychoeducation to students and families about mental health and available resources, reducing stigma and promoting help-seeking behavior.

    As we navigate the complexities of education, let us remember the profound impact that a trauma-informed approach can have on the well-being of our students and educators alike. Let us celebrate the resilience and strength within each member of our school community, and let us continue to prioritize mental wellness as we shape the future together.

    This Mental Health Awareness Month, let us recommit ourselves to creating schools where every individual feels seen, heard, and valued. Together, we can build a brighter, more resilient future for our students and educators alike.

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    Cultivating Resilience: A Blueprint for Educators

    In the bustling corridors of our schools, amidst the laughter and the learning, there exists a silent yet powerful force: resilience. The inner strength that propels our students forward, even in the face of adversity. As educators, we have the privilege and the responsibility to nurture this resilience, to foster environments where every child can thrive. Today, let’s explore how we can put this into action within our learning environments.

    Step 1: Embrace Social-Emotional Learning (SEL) Skills

    • Integrate SEL into your curriculum: Infuse lessons with opportunities for students to explore and develop their emotional intelligence, self-awareness, and relationship-building skills.
    • Model SEL in action: Be intentional about demonstrating empathy, active listening, and conflict resolution in your interactions with students and colleagues.
    • Provide SEL resources: Equip students with tools and resources—such as mindfulness exercises, emotion regulation strategies, and problem-solving techniques—to navigate challenges and build resilience.

    Step 2: Foster a Sense of Belonging and Inclusion

    • Create a welcoming environment: Set the tone for inclusivity by decorating your classroom with diverse representations and affirming messages that celebrate the uniqueness of each student. Remember to greet each student by name upon their arrival to set an immediate warm tone each day!
    • Promote student voice and agency: Empower students to contribute their ideas, opinions, and perspectives to classroom discussions and decision-making processes.
    • Establish supportive relationships: Cultivate trusting relationships with your students by showing genuine interest in their well-being, offering encouragement and praise, and providing opportunities for one-on-one check-ins.

    Step 3: Provide Access to Mental Health Support Resources

    • Offer counseling services: Partner with school counselors or mental health professionals to provide confidential support and resources for students experiencing emotional distress or mental health challenges as needed.
    • Implement mindfulness practices: Integrate mindfulness activities, such as deep breathing exercises, guided movement, or calming music into your daily routine to help students manage stress and enhance their well-being.
    • Collaborate with community organizations: Forge partnerships with local mental health agencies, nonprofit organizations, or youth centers to expand access to mental health services and support networks for students and families while reducing the stigma of accessing these types of supports.

    Step 4: Reflect, Adapt, and Grow

    • Regularly assess student needs: Use informal check-ins, surveys, or classroom circle discussions to gather student feedback about their social-emotional well-being and identify areas for growth.
    • Reflect on your practices: Take time to reflect on your teaching strategies, classroom management techniques, and interactions with students to identify opportunities for improvement and refine your approach.
    • Stay informed and connected: Stay up to date on the latest research, best practices, and professional development opportunities related to trauma-informed care, restorative practices, and student well-being. Remember to be curious and apply a strengths-based mindset throughout your daily routines to help put your learning into practice.

    By following these steps, we can create learning environments that foster academic achievement and nurture every student’s resilience and well-being. Let’s embark on this journey of cultivating resilience, one lesson, one interaction, and one heart at a time.

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    Supporting Safe Experiences in Early Childhood Care

    Are you passionate about creating a safe and nurturing environment for young children? Well, you’ll love this topic – Supporting a physically and psychologically safe experience in Early Childhood Care. Let’s explore how we can create a warm and welcoming space that supports the growth and development of our little ones! Early childhood educators play a pivotal role in fostering a sense of safety and security for children in their care, especially for those who have experienced trauma or instability in their lives. Here are several strategies with supporting examples educators can use to help children feel safe:

    Offer predictability.

    Create a predictable environment by establishing and maintaining consistent routines. Knowing what to expect from their day can help children feel secure and grounded. Post visual cues and reminders about the daily schedule. Remind children often about what is coming up next.

    First, we will have our morning meeting, and then when you hear the music start to play, we will move on to our centers.

    Create a safe environment.

    Design the classroom to be a welcoming and safe space. Ensure it is clean, well-organized, and filled with comforting materials. Areas that allow children to have their own space can also help them feel secure. Keep things simple, use color-coding or symbols to label supplies and toys.

    If you want to read a book about animals look in the blue baskets. If you want to look at a book about fairies and unicorns look in the green baskets.

    Be curious.

    Respond and interact with children sensitively. Try to consider, “What has this child experienced?” Be attentive to children’s needs and respond to them caring and empathetically. Showing that you understand and care about their feelings can help build trust. The behavior you observe might be the only way a child can communicate their experience at this age. Does your body need a break right now? Maybe you can walk with me to get a drink of water.

    Set expectations.

    Set clear and consistent boundaries, rules, and expectations in an understandable way for children. Consistent boundaries can make the world seem more predictable and less frightening. Do not expect children to remember everything after only telling them once or twice. Remind children often about the boundaries, rules, and expectations. During our morning meetings, please keep your hands and feet to yourself.

    Empower children.

    Encourage autonomy and choice whenever possible. This can help them feel empowered and have a sense of control over their environment and experiences. Provide a limited number of simple choices to provide children with ownership without overwhelming them. Do you want to start with the ABC Center or the Science Center?

    Connect.

    Build strong, positive relationships with each child. A secure attachment with caregivers can be a significant source of comfort and safety for children. Have fun, play, and laugh with children.

    Wow, I see a cat on your shirt, I have a cat at home named Fluffy.

    Emotional awareness.

    Recognize, name, and validate Feelings. Acknowledge children’s feelings and let them know it’s okay to feel however they do. This validation can help them feel understood and supported.

    It is so sad when playground time is over. I know it is hard to stop swinging on the swings because you enjoy it so much.

    Share your calm.

    Model calmness and patience. Children are very perceptive and can pick up on the emotional states of adults around them. A calm presence can be very reassuring.

    Let’s take a deep breath together. In through your nose and out through your mouth. Great. Let’s do that one more time.

    Practice safety protocols.

    Conduct regular safety drills (e.g., fire drills) in a way that is not frightening but empowering so children know what to do in an emergency.

    We are going to practice what to do if our fire alarm ever sounds during that day. You don’t have to worry, there is not a fire now, but we are going to practice. In a few minutes, you will hear the siren and it will be very loud. When you hear the siren, go quickly to the side of the room and get into a line.

    Collaborate with families and caregivers.

    Work closely with families to understand the child’s background, any specific fears or triggers, and strategies that work well at home. This collaboration can ensure consistency and a deeper understanding of each child’s needs.

    Let’s call your grandmother to tell her about your good morning painting with your friend. I think she was right, when you have a morning snack, you feel better.

    By implementing these strategies, early childhood educators can create a secure, stable foundation, allowing children to explore, learn, and grow confidently.

    Download the free resource below to start building deeper connections with the children in your care!

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    Cultivating Belonging: Navigating Exclusion with Restorative and Resilience-Focused Approach to Discipline

    Hello, fellow educators and guardians of compassionate learning! Today, we embark on a transformative journey towards redefining disciplinary practices through the lens of restorative justice and resilience-focused mindset. Prepare to be inspired as we delve into a realm where exclusion, as a last resort in response to behavior, is reframed as an opportunity for connection, growth, and healing.

    At Starr Commonwealth, we recognize the profound impact of trauma on young minds and the urgency of cultivating safe, nurturing environments within our educational spaces. It’s time to bid farewell to punitive measures that fracture relationships and breed resentment and, instead, embrace a mindset centered on restoration and reconnection.

    Imagine this scenario: a student grappling with challenges beyond their control acts out in a way that disrupts the classroom environment. This might trigger an immediate exclusion in traditional settings, perpetuating a cycle of disengagement and isolation. But what if we paused, took a collective breath, and approached the situation with empathy and understanding?

    Enter restorative discipline—a proactive and holistic approach rooted in the principles of healing and accountability. It begins with nurturing a culture of belonging and empowerment, where every voice is valued, and every behavior is viewed as an opportunity for growth.

    Before exclusion becomes the default response, let’s explore the power of staying connected. This means reaching out to the student and their family, not with judgment or blame, but with genuine curiosity and support. It means engaging in restorative conversations that foster empathy, reflection, and mutual understanding.

    In addition to maintaining connection, consider implementing restorative circles within your classroom or school community. These circles provide a structured space for dialogue, allowing participants to share their perspectives, express their feelings, and work collaboratively toward resolution. By embracing restorative circles, you create a sense of collective responsibility and empower students to become active participants in their own growth and development. This, in turn, serves as a proactive and universal approach to prevent behaviors that are hurtful to the learning environment!

    Furthermore, let’s not overlook the critical role of reintegration meetings. Within the system of education, we understand that sometimes exclusionary practices are deemed necessary, especially in ensuring the maintenance of a safe learning environment for both staff and students. As such, when removing a student from their learning environment is deemed necessary, the need for a reintegration meeting upon their return to school is critical! These gatherings bring together all parties involved in the incident that took place, creating a sacred space for healing and reconciliation. Here, relationships are reaffirmed, harm is acknowledged, and plans for moving forward are collaboratively devised. This is where the real work of accountability, learning from mistakes, and learning empathy takes place.

    But the journey doesn’t end there. Restorative discipline isn’t just a reactive measure; it’s a way of life. By adopting the Circle of Courage philosophy, we equip ourselves with a framework that honors the innate resilience and potential of every student. Start with universal approaches that promote belonging, mastery, independence, and generosity. And for those in need of additional support, offer targeted interventions that address underlying needs and teach essential skills while we simultaneously work to fulfill any unmet needs that exist.

    So, dear educators, let us embark on this transformative journey together. Let us reclaim discipline as an act of love, healing, and empowerment. As we navigate the challenges ahead, let us remember the profound impact we have on shaping the hearts and minds of the next generation.

    Together, we can create a world where every child feels seen, heard, and valued. Let’s make it happen, one restorative connection at a time.

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    School readiness and success: Are you meeting basic needs?

    Maslow’s Hierarchy of Needs and the Circle of Courage model of Resilience

    Conversations and curriculums to promote school readiness in early childhood programs tend to focus on cognitive development, academics, concentration, and focus. In many cases, the priority must be basic needs. For children to be successful in school, they need to be well-fed, sleep well, feel safe at home, and have confidence in themselves. Maslow’s Hierarchy of Needs is a popular theory, which focuses on a series of needs to be successful.  He considered five needs – physiological, safety, love, esteem, and self-actualization- and put them in a pyramid. A person reaches their fullest potential, beginning with the foundational aspects of the basic needs – physiological and safety – and only when those needs are met does a person eventually reach self-actualization.   

    The Circle of Courage, a model of resilience, suggests there are four universal needs for all human beings. These fit within the framework of Maslow’s Hierarchy and include belonging, mastery, independence, and generosity.

    Both are helpful reminders that all learners are less likely to succeed if their basic needs are unmet. And for many children experiencing too much stress and trauma, their needs are not met.  The hierarchy of needs can help identify gaps; for example, breakfast might need to be provided for children who come to school hungry.

    Considerations and Suggestions for meeting needs in early childhood centers

    If you go through the details of the needs, this may become clearer in the context of children who are experiencing stress and trauma and what they need most to have a successful school experience.

    Physiological needs include proper nutrition and water, access to fresh air, and enough rest, exercise, and warmth. Trauma-informed considerations include:

    Is the child eating enough nutritious food?
    What is the child’s sleep schedule?
    Does the child have shoes that fit correctly?

    Suggestions to meet physiological needs:

    • Snacks, free and reduced breakfast, and lunch options.
    • Available drinking water, working drinking fountains, and extra water bottles for those who need them.
    • Extra clothes, coats, hats, and mittens for accidents and playing outside in colder weather.
    • Nap or rest time.
    • Plentiful undirected play and exploration.

    Safety needs are about security and feeling safe – physically and emotionally, as well as the need to have shelter/home and stability in one’s life. Trauma-informed considerations include:

    Does the child know what to expect?
    Do they have a predictable routine?
    Is support provided when the child is learning a new skill?

    Suggestions to meet the need of safety:

    • Rules – many verbal reminders and visuals posted.
    • Expectations – consistent and follow through.
    • Support during transition times.
    • Feedback and support with everything.

    Belongingness and love have to do with others, the social side of feeling that you belong, are connected, loved, and included. Trauma-informed considerations:

    Does the child have friends?
    Is the child securely attached to at least one caring adult?
    Have adults modeled how to share and take turns?

    Suggestions to support meeting the need for belonging and love:

    • Cooperation experiences with ample support.
    • Opportunities to take turns and share toys and supplies.
    • Plentiful social and playtime with other children.

    Esteem, Mastery, and Independence concern the inner self – having feelings of achievement, being recognized, having power over one’s life, and being a unique person with strengths and talents. Trauma-informed considerations:

    Does the child have someone who pays attention to their achievements?
    How often does the child receive compliments?
    What is the child good at doing?
    Does the child have access to co-regulation with a caring adult?

    Suggestions for meeting the needs of esteem, mastery, and independence:

    • Notice children – often smile, wink, fist bump, and say their names.
    • Compliments from adults and peers.
    • Laughter and smiles galore.
    • Practice and support with emotional awareness and regulation.

    Self-actualization and Generosity involve achieving one’s full potential, being creative, and finding that specialness of oneself. Trauma-informed considerations:

    Does the child have access to a safe area to play with supervision?
    Has the child ever completed a chore such as putting away toys in a box?
    Does the child show empathy for others?

    Suggestions to meet the needs of self-actualization and generosity:

    • Free play and exploration.
    • Opportunities to help one another.
    • Age-appropriate classroom jobs.
    • Service learning – making pictures/cards for hospitals.

    Find more resources for supporting kids in early childhood care here.

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    Sparking Joy: Transformative Time-In Strategies for Resilience-Focused Learning Spaces

    In the vibrant realm of shaping young minds, where every moment holds the potential for transformation, we often encounter challenges that disrupt the journey of growth and learning. However, amidst these moments lies an opportunity to transform behaviors and lives. At Starr Commonwealth, we believe in the power of joy, resilience, and trauma-informed care to create safe and supportive classrooms where every student can thrive. Join us on a journey to explore practical time-in strategies designed to nurture resilience, foster connection, and empower both you and your students.

    Embracing Time-In Strategies

    As trauma-responsive educators, we firmly believe in the stark contrast between time-in strategies, which nurture a student’s sense of belonging and resilience, and exclusionary practices that jeopardize their connection to the school community. By embracing time-in approaches, we prioritize building supportive relationships and fostering a culture where every student feels valued, respected, and empowered to thrive.

    Time-in strategies offer a beacon of hope, guiding us toward meaningful connections and transformative moments in the classroom. Instead of resorting to punitive measures, time-in strategies invite students into a space of reflection, growth, and restoration.

    Practical and Proactive Strategies

    1. Mindful Moments: Begin each day with a mindful moment, inviting students to center themselves through deep breathing or gentle stretches. These mindful moments can include no movement, small movements, or large movements depending on what the student’s body needs to achieve regulation. This sets a positive tone for the day and cultivates emotional regulation skills.
    2. Emotion Check-Ins: Create a safe space for students to express their emotions through check-in circles or journaling exercises. Encourage active listening and validation of each other’s experiences, fostering empathy and a sense of belonging.
    3. Calm Corners: Designate a cozy corner in the classroom equipped with calming activities such as coloring books, sensory bottles, or soft pillows. This provides students with a refuge to self-regulate and recharge during moments of distress.
    4. Strength-Based Affirmations: Integrate strength-based affirmations into daily routines, acknowledging each student’s unique talents and contributions. Celebrate their resilience and growth, fostering a culture of positivity and self-empowerment.
    5. Restorative Circles: Engage in restorative circles to address conflicts or challenges within the classroom community. Facilitate open dialogue, active listening, and collaborative problem-solving, promoting accountability and reconciliation.

    Responding to ‘Disruptive’ Behavior

    When faced with behaviors that are disruptive to the learning environment, it’s essential to approach them with empathy and a trauma-informed lens. First and foremost, we must always remember to maintain our curious mindset, being inquisitive about what the child is attempting to communicate to us. What need has not been met for that child that they are seeking to get met in the best way they know how? Instead of reacting impulsively, consider the underlying needs or triggers behind the behavior. Here are some strategies to respond effectively:

    • Stay Calm: Maintain a calm demeanor and avoid escalating the situation. Take a moment to breathe and collect your thoughts before responding.
    • Validate Feelings: Acknowledge the student’s emotions and validate their experiences. Let them know you’re here to support and help them navigate through challenges.
    • Offer Choices: Provide the student with options to regain control and autonomy. Offer alternative activities or ways to address their needs within the classroom environment.
    • Reconnect: Focus on rebuilding the connection with the student through positive interactions and reaffirmation of their strengths. Emphasize that mistakes are opportunities for growth and learning.

    Embrace the Journey

    As you embark on implementing these time-in strategies, remember that change takes time and patience. Embrace the process with an open heart, knowing that each small step you take has the potential to make a profound difference in the lives of your students.

    Trust in the resilience of your students and yourself. Together, let’s create classrooms where joy, compassion, and learning flourish hand in hand. Let’s cultivate a culture of connection and empowerment, one time-in strategy at a time.

    Download this FREE brain break activity!

    mind body skills
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    Sensory-based strategies: Support Children’s Learning and Behavior

    What is a sensory-based intervention or strategy?

    Sensory-based strategies involve any five senses: Sight, hearing, smell, taste, and touch—the central nervous system changes based on the input of various sensations. When a child of any age is engaged in learning and can complete tasks, their central nervous system is regulated and balanced. However, when a child is having difficulty with learning, engaging with peers and adults, or has behavior that prevents them from functioning well at school or home, their central nervous system is dysregulated in some way. It is either in a state of hyper-arousal where you might see a child unable to sit still, pay attention, or express defiance or aggression. Or perhaps you might observe a child who is in a dysregulated state of hypo-arousal, where you might observe a child who refuses to participate, ignores direction, withdraws, isolates, or spends a lot of time sleeping or numbing by misusing electronic devices or substances.

    Engaging children in sensory-based strategies can help re-regulate their nervous system regardless of the dysregulation. This happens because sensory-based strategies target the brain’s area responsible for heart rate, muscle tension, and respiration (breath). Based on the stimulus received, these brain functions can be re-regulated (either slowed down or sped up). For example, if a child can’t sit still, allowing them to go for a walk or use their hands to draw or solve a puzzle will help exert some of their energy and calm their nervous system down. For a child who is disengaged and lethargic, taking a cold drink of water or intentionally noticing the environment around them will stimulate their nervous system to be more alert.

    • Sensory-based strategies you can use today:
    • What do you see?
      Invite the child to notice their surroundings. Ask them to identify all the objects around them, naming them out loud. (i.e., clock, desk, coffee mug, pencil, notebook). As a variation, ask the child to notice all the objects around them of a particular color. (i.e., name all the red objects you see.)
    • Trace your hand.
      Ask the child to straighten their arms in front of them with their palms facing down and spread out their fingers. Then, ask if they are left or right-handed. With the dominant hand’s pointer finger, tell the child to trace around each edge of the non-dominant hand with their finger.  Repeat this several times.
    • Sensory pathways.
      Create a pathway on the floor using stickers or sticky notes with instructions for children to follow. For example, hop on one foot, two jumps forward, arms stretched out, skip for three counts, march in place, etc.
    • Walk, run, or do jumping jacks in place.
    • Tension and Relaxation.
      Invite the child to notice various muscles in their body. Guide them to tighten and then relax each muscle. (I.e., fists, biceps, glutes, toes). Repeat several times.
    • Offer headphones.
      Offer headphones that cancel out all noise or allow for listening of calming music.
    • Hand on chest, hand on belly
      Ask the child to place one hand on their chest and the other on their belly either when seated or standing. Then, invite them to take a few breaths and notice where they feel the breath. Repeat. You can ask the child to take a few deep breaths and then finish with a few normal breaths.
    • Provide a drink of water or a small mint or hard candy if the child is old enough and choking is not a potential risk.

    Sensory-based strategies can be implemented to support children in successful learning and behavior. Rather than getting frustrated with disengaged children or not behaving in ways that keep them on task and interacting successfully with others, notice the dysregulation. Once you see the dysregulation, you can determine what the child might need most to regain a balanced state in their nervous system.

    Download this activity from our Mind Body Skills Guidebook for FREE!

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    Embracing Joyful Learning: Prioritizing Play and Empathy in Secondary Classrooms

    In the vibrant tapestry of education, every thread contributes to the rich fabric of student growth and empowerment. As we navigate the complex landscape of trauma-informed teaching, let’s weave in the colorful threads of play, brain breaks, and sensory-based interventions, especially in our secondary classrooms. Because who said learning can’t be a joyful adventure?

    Spark of Play: Let’s reimagine our classrooms as playgrounds of possibility! Introduce games, collaborative challenges, and interactive experiences that ignite the imagination of even our most stoic learners. After all, age is just a number when it comes to the joy of play. When students engage in play, they’re not just learning; they’re exploring, discovering, and building connections with each other and the material. In these moments of play, barriers dissolve, and the magic of learning truly shines.

    Refresh and Recharge: Picture this… a classroom buzzing with energy and enthusiasm, punctuated by joyful movement and reflection moments. That’s the power of brain breaks! By infusing our day with these rejuvenating pauses, we invite students to stretch their bodies, quiet their minds, and reconnect with their innate curiosity. Whether it’s a spontaneous dance party or a peaceful mindfulness exercise, these breaks are like bursts of sunshine amid academic clouds, energizing our students for the journey ahead.

    Sensory Symphony: Welcome to the sensory wonderland of learning! Sensory-based interventions offer a kaleidoscope of tools and experiences to support our students’ diverse needs. From squishy stress balls to soothing textures, these interventions empower students to regulate their emotions and engage with learning on their own terms. And yes, embracing the unknown can be an adventure in itself! Let’s embark on this journey with open hearts and minds, celebrating the joy of discovery and growth.

    Pro Tip – Be the Guiding Light: As we continue our venture into this realm of joyful learning, let’s illuminate the path with empathy and understanding. Introduce new tools with intention, guiding students through their use and embracing the beautiful chaos of exploration. Together, let’s co-create a classroom agreement that honors each voice and fosters a culture of respect and collaboration. In this space of shared ownership, every stumble becomes a stepping stone towards greater empathy and resilience.

    Here are 10 joyful ways to begin prioritizing play in your learning space today:

    In the mosaic of education, every student deserves a place to shine. By embracing play, brain breaks, and sensory-based interventions, we not only create trauma-responsive classrooms but also cultivate communities where every voice is heard and valued. So, let’s embark on this journey with joy in our hearts and curiosity in our souls, lighting the way toward a future of inclusive education and radiant futures where every child can flourish.

    Check out these additional resources in our store!

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    How adults can help youth engage in helpful and appropriate social media use

    Social media is not inherently helpful to young people. The impact of social media and what youth see and do online depends on several variables. An adolescent’s personality, psychological characteristics, social circumstances, context in which they have grown up, strengths, and vulnerabilities are all characteristics that determine social media’s effect on youth.

    Adolescent development is gradual and continuous. Therefore, depending on the child, appropriate use of social media should be based on self-regulation, intellectual growth, comprehension of potential risks, and their home environments. Overall, the best outcomes occur when there are limits and boundaries around how youth use social media. Discussions and coaching between children and adults around the appropriate use of social media are a must. Youth need to understand time limits, recommended content, how to use the “like” button, and most importantly, how their behavior on social media can be used, stored, and shared with others.

    Some social media can be beneficial. For example, functions that support social support and companionship help youth who otherwise feel isolated, want access to like-minded peers, or seek mental health support. On the other hand, when social media interrupts sleep and physical activity or supports excessive social and physical comparison or maladaptive behaviors such as eating disorders or self-harm, social media can be harmful. Social media that pays excessive attention to behaviors related to beauty and appearance have been shown to result in poorer body image, disordered eating, and depression among adolescents.

    The Surgeon General’s 2023 social media and Youth Mental Health Advisory’s Call to Action includes:

    • creating tech-free zones,
    • encouraging in-person interactions
    • modeling responsible social media behavior
    • educating youth about appropriate social media use.

    There is also a push for digital and media literacy curricula in schools and with academic standards, so educators and students strengthen digital resilience – the ability to recognize, manage, and recover from online risks such as cyberbullying, harassment and abuse, and excessive media use.

    Simple tips for youth include:

    • Take social media breaks.
    • Turn off notifications to limit distractions during studying and socializing.
    • Unfriend, unfollow, mute any social media accounts that do not show you respect or make you feel good about yourself.
    • Track screen time. Try to decrease the time.
    • Prioritize sleep, physical activity, and in-person interactions with family and friends.

    Surgeon General’s 2023 Social Media, Youth, and Mental Health Advisory

    American Psychology Association 2023 Health Advisory on Social Media Use in Adolescents

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    Cultivating Belonging: Alternatives to Suspensions for Nurturing School Communities

    One of the most common misconceptions about schools becoming trauma-informed and resilience-focused is that the approach allows space for excused behaviors and creates opportunities for students to escape the consequences of their choices. However, this could not be further from the reality of the philosophy and fundamental pillars of creating a trauma-responsive disciplinary system.

    Conventional disciplinary actions like suspensions often fail to address the underlying needs of students and families, jeopardizing their sense of belonging and connection within the school community. However, there are alternative strategies grounded in a trauma-informed, resilience-focused mindset that prioritizes support and growth over punitive measures. Research consistently underscores the harmful effects of suspensions on students’ academic performance, mental well-being, and prospects (Skiba et al., 2011). Rather than perpetuating cycles of disconnection, schools can adopt proactive interventions aimed at tackling the root causes of behavioral issues while fostering a culture of belonging.

    One powerful alternative is the implementation of restorative justice practices. Emphasizing accountability, empathy, and the restoration of harm, restorative circles, mediation, and dialogue offer students opportunities to reflect on their actions, understand their impact on others, and collaboratively seek solutions that promote healing and reconciliation. Within a robust restorative practice implementation, the process would include proactive and universal structures to prevent harmful behaviors and reactive structures to repair and restore the harm once it is done. Having both ends of the restorative spectrum fully in place is key when aiming for the most impactful and effective implementation.

    Moreover, trauma-informed approaches recognize that disruptive behaviors often stem from unresolved trauma or unmet social-emotional needs (SAMHSA, 2014). Introducing trauma-sensitive practices into the curriculum and school environment creates safe spaces where students feel supported, understood, and empowered to navigate challenges constructively. It empowers staff to apply a curious mindset to consider what is or has happened in a child’s world, contributing to their decision-making process. This includes considering which Universal Needs are being met and unmet (Belonging, Independence, Mastery, and Generosity) and considering the student’s private logic contributing to their emotional reaction which drives their thoughts as they consider their choices. Once we identify which areas of their Circle of Courage are broken, we can create plans to intentionally mend those broken Circles and meet their needs proactively as we foster healing.

    When considering consequences to apply in response to a challenging experience within the school, one should always aim to:

    • Apply a curious mindset: Staff should consider the background and circumstances of the student before applying any consequences. This includes recognizing any potential trauma the student may have experienced, such as adverse childhood experiences (ACEs), socioeconomic challenges, or mental health issues. By understanding the context, administrators can approach the situation with empathy and tailor consequences accordingly.
    • Focus on Belonging: Instead of resorting solely to punitive measures, staff should prioritize building positive relationships with students. This can involve engaging in restorative practices such as open dialogue, active listening, and problem-solving discussions. Strong relationships foster trust and understanding, essential for effectively implementing restorative consequences. If exclusionary practices are required due to the nature of the incident, communication with the student and family, while they are being kept from school, is critical, along with scheduling a time to connect with the student upon their reintegration into school to reestablish that connection and sense of belonging.
    • Promoting Accountability and Growth: Restorative consequences should aim to hold students accountable for their actions while providing opportunities for reflection and personal growth. Staff can achieve this by involving students in decision-making and encouraging them to take ownership of their behavior. Restorative consequences should be either natural or logical and focus on repairing harm, restoring relationships, and helping students learn from their mistakes.
    • Encouraging Empowerment and Agency: Staff should empower students to actively participate in the restoration process. This can involve providing opportunities for students to express their perspectives, identify the impact of their actions, and participate in creating solutions. Students are more likely to feel invested in the outcome and motivated to make positive changes by fostering a sense of agency.
    • Prioritizing Support and Well-being: Administrators should consider the student’s well-being when implementing consequences. This includes providing appropriate support services, such as counseling, mentorship, or academic assistance, to address underlying issues contributing to the behavior. Restorative consequences should not exacerbate trauma but promote healing, resilience, and overall well-being.

    By considering these factors, administrators can ensure that consequences are trauma-informed and restorative in nature, ultimately fostering a positive school climate and supporting the holistic development of students. Prioritizing alternatives to suspensions rooted in a trauma-informed, resilience-focused approach preserves the sense of belonging and connectedness of students and families and cultivates a school environment where every member feels valued, supported, and capable of overcoming challenges together. By investing in proactive interventions prioritizing growth, understanding, and community-building, schools can lay the foundation for a more inclusive, equitable, and nurturing learning environment for all.

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    The Vaping Epidemic

    Vaping is a public health concern of epidemic size identified by several health agencies, including the United States Department of Health and Human Services, The Public Health Administration of Canada, the National Center for Chronic Disease Prevention and Health Promotion, and the Center for Disease Control and Prevention. More than 2.1 million youth currently use e-cigarettes.

    What can you do as an adult to help prevent vaping and intervene if you know a child is vaping?

    Be Curious

    • Ask children why they started vaping. Ask children what benefit they are currently receiving from vaping.

    Many children start vaping because of peer pressure and the desire to fit in, or they may be interested in all the different flavored vaping liquids available to them. They come in fun flavors, have sleek, enticing packaging, and can be charged in a USB port. Youth who vape have been led to believe that vapes are much less harmful than cigarettes.

    • Consider a child’s experience of stress and trauma.

    There is research linking stress and trauma exposure to the use of e-cigarettes. Children who have experienced the following are more likely to vape:

    • Emotional abuse and neglect
    • Exposure to verbal interpersonal violence
    • Household substance abuse
    • Household mental illness
    • Parental problems with police
    • Poverty

    Meet unmet needs.

    Trauma and stress experiences are often associated with children who do not have their needs met. Needs include:

    • Secure attachment to at least one caring, stable adult.
    • Belief that they possess an area of strength, talent, or ability.
    • Emotional awareness and the ability to manage emotions and behavior.
    • Feeling valuable to others.

    If you identify an area with an unmet need, try to meet that need through experiences. This builds resilience.

    • Connect with the child. Notice the child. Let them know you are their champion.
    • Point out areas of strength and talent. Encourage the child to engage in experiences where they can practice their abilities.
    • Co-regulate and teach the child emotional awareness and ways to regulate their feelings and behavior when overwhelmed.
    • Provide children opportunities to help you or others.

    Educate

    Talk to children about why e-cigarettes are harmful to them. It’s never too late to quit. Some children are not aware that most vapes contain nicotine, which is highly addictive and can harm brain development. Exposure to nicotine negatively affects a child’s learning, mood, and attention. The aerosol from vapes can contain harmful and potentially harmful substances, including:

    • Cancer-causing chemicals
    • Heavy metals (nickel, tin, or lead)
    • Ultrafine particles
    • Flavorings with chemicals that are linked to severe heart and lung disease.
    • When addicted to nicotine, it is hard to stop.
    • Some kids turn to vaping to try to deal with stress, but vaping often becomes a source of stress.

    We must remember that vaping, like all maladaptive behaviors, is a clue. It is a child’s way of communicating what they need most. For some children, the need is to feel a sense of belonging and connection among their friends. For others, vaping gives them something to do because they do not feel like they are good at anything else. Many believe vaping will help them regulate emotions that they have never been taught how to manage. Others may feel like offering a vape to a peer is a way to make them feel like they have value to others.

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    Building Resilient School Communities: Making PBIS Trauma-Informed and Resilience-Focused

    Positive Behavioral Interventions and Supports (PBIS) has been widely adopted in schools as a framework for promoting positive behavior and preventing disciplinary issues. However, as our understanding of trauma and its impacts on learning and behavior evolves, it becomes increasingly clear that as we implement PBIS in our schools, we must also adapt some the principles to become more trauma-informed and resilience-focused. By integrating trauma-informed practices and fostering resilience, schools can better meet the diverse needs of their students and create environments where all learners can thrive.

    Trauma-informed PBIS recognizes that many students have experienced adverse childhood experiences (ACEs) or other traumatic events that can significantly impact their behavior and ability to learn. Traditional disciplinary approaches often exacerbate trauma by focusing solely on punishment rather than addressing the underlying causes of behavior. In contrast, a trauma-informed approach seeks to understand the root causes of students’ behavior and provides support and resources to help them cope and heal.

    One key aspect of a trauma-informed approach to PBIS is creating a culture of safety and trust within the school community. This involves building strong relationships between students, teachers, and staff based on empathy, understanding, and respect. When students feel safe and supported, they are more likely to engage in positive behaviors and seek help when needed.

    Additionally, trauma-informed PBIS emphasizes the importance of providing students with opportunities to develop resilience—the ability to bounce back from adversity and overcome challenges. Resilience is a critical skill that not only helps students navigate the ups and downs of academic life but also prepares them for success in the future.

    So, how can schools make PBIS more trauma-informed and resilience-focused?

    • Professional Development: Teachers and staff need training on trauma-informed practices and how to recognize the signs of trauma in students. By increasing awareness and understanding, educators can better support students who have experienced trauma and create a more compassionate learning environment.
    • Culturally Responsive Practices: It’s essential to recognize that trauma manifests differently across cultures and communities. Schools must incorporate culturally responsive practices into their PBIS framework to ensure that all students feel seen, heard, and supported.
    • Universal, Group and Individualized Support Plans: Instead of applying a one-size-fits-all approach to behavior management, schools should develop a multitiered approach to supporting students social emotional and behavioral growth. Designing universal systems of support for all students to access such as a Reset Room, small group-based supports with a specialist focused on teaching new skills, and individualized support plans for students who may be experiencing symptoms of traumatic exposure ensure a system where all students are seen and supported equitably. All these plans should address students’ unique needs and strengths and provide them with the resources and support necessary for healing and growth.
    • Implement Sensory Supports: Recognize that students who have experienced trauma may be hypersensitive to sensory stimuli and may struggle with self-regulation. Incorporate sensory supports into the classroom environment, such as providing fidget tools, noise-canceling headphones, or designated quiet spaces where students can retreat if they feel overwhelmed. Be mindful of the classroom environment, minimizing unnecessary distractions and creating a calming atmosphere that promotes a sense of safety and predictability.
    • Community Partnerships: Schools cannot address trauma and build resilience alone. Collaboration with community organizations, mental health providers, and other stakeholders is crucial for creating a comprehensive support network for students and families.
    • Strength-Based Restorative Approach: Finally, schools should adopt a strength-based restorative approach to discipline that focuses on building on students’ strengths and assets rather than dwelling on deficits. By highlighting students’ resilience and capabilities, educators can empower them to overcome challenges and achieve their full potential. Within this approach we provide students an abundance of opportunities to hear what is great about them and specifically what they are doing well with, rather than focusing on what they are not doing well with. *Consider this as you begin to evaluate classroom color-coded behavior management systems and point systems to manage behaviors.

    In conclusion, making PBIS more trauma-informed and resilience-focused requires a shift in mindset and practice. By prioritizing safety, trust, and support, schools can create environments where all students feel valued and empowered to succeed. By integrating trauma-informed practices into PBIS, we can build resilient communities where every student has the opportunity to thrive.

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    Supporting Staff Towards a Resilience Focused Mindset Shift

    Mindset is the most critical step for making lasting changes within a school or organization aspiring to be trauma-informed and resilience-focused. We know that when trauma-informed, resilience-focused adults work within trauma-informed and resilience-focused systems, the well-being of all children increases. However, like with any change, people will experience various reactions to a shift in mindset. Keep in mind that for some, trauma-informed, resilience-focused best practices are the opposite of long-held beliefs driving the practices they have been using for decades. We often see people oscillating between responses such as frustration, blame, doubt, anger, and worry before moving to a place where they can start to learn and implement new approaches. It helps to understand four main types of people, their responses, and strategies to help support them when encouraging mindset shifts. The four types of people you might encounter are historians, resistors, fence-riders, and change leaders.

    Types of people and how they respond to change.

    Historians. Historians are people who reminisce. It is not that they are opposed to change, they are just not ready to stop doing what they have done for years. They may say things like, “It never used to be this way,” or “behavior is getting worse.” They are used to the way things have been, and even though they see areas for improvement, they are hesitant.

    Resistors. Resistors are not enthusiastic about change in whatever form it takes. They will probably only change when given no choice. Resistors openly challenge change. They are convinced that changes will not work and will look for any example to prove they are correct. Resistors may try a strategy one time, and if it doesn’t go well, they will say, “See, I knew this would not help.”

    Fence riders. Fence riders will make up most of the population in every organization. They tend to stay on the edge of trauma-informed discussions. They are not fully bought in, but they are not entirely opposed. They are generally open to change once they know it will optimize their performance. Fence riders see strategies work for someone else before buying into their value and benefit if you must select a person to spend time and energy with, choose a fence rider.

    Change Leaders. Change leaders are forward thinkers who are prepared to lead the agenda rather than follow. For them, the future isn’t something to respond to but rather shape themselves. They jump in with both feet. They champion the mindset and are ready to implement strategies immediately. They are the first to adopt a new mindset and improve upon practices, so they become operationalized within an organization.

    Once you know how a person responds to a proposed shift in mindset, you can try some strategies to support you. People have a fantastic capacity to change and do well when provided with education, strategies, practice, and feedback to help them along the way.

    Strategies to encourage mindset shifts.

    Historians

    • Build connections and relationships.
    • Get curious about why they wish to return to the past. “What works well about what you have always done?”
    • Ask them share stories and examples of what worked well in the past.
    • Invite them to discuss what worked and what did not work in the past.
    • Provide facts and research.
    • Avoid debates.
    • Give them time.

    Resistors

    • They will need to see the historians and fence-riders using strategies before they agree to join in.
    • Start slow.
    • Invite to discussions.
    • Be consistent and patient.
    • Listen.
    • Mirror what they say. “I heard you say that you do not think the strategies will work.”

    Fence riders

    • Build connections and relationships. Focus on fence-riders.
    • Set up individual meetings where they can ask questions and share any hesitations.
    • Provide opportunities for them to see strategies in action.
    • Provide them with various experiences for side-by-side modeling.

    Change Leaders

    • Nurture this relationship.
    • Advocate for change leaders to chair committee meetings.
    • Invite them to discussions and ask them to speak and share experiences and examples.
    • Encourage them to help with system-wide policies and procedures.

    Now that you understand the types of people, you might want to look at a roster of your staff members and identify each person according to their type. From there, you can create a strategy for implementation. All types will benefit from Starr’s trauma-informed, resilience-focused training.

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    Fostering Healing Communities: Implementing Trauma-Responsive Restorative Practices in Schools

    Establishing safe and nurturing environments is paramount for the comprehensive growth of students. Educators across the world are working diligently to identify effective strategies to strengthen skills of empathy, conflict resolution, and interpersonal communication within their students. Acknowledging the widespread occurrence of trauma and its influence on the learning process, educators are progressively embracing Restorative Practices within their classrooms. This proactive and responsive approach aims to diminish conflicts, revive relationships, and mend harm within the classroom setting.

    Understanding Trauma:
    Before delving into Restorative Practices, it’s essential for educators to develop a deep understanding of trauma and its symptomology. Trauma can manifest in various ways, impacting a student’s ability to learn, engage, and form positive relationships. By adopting a trauma-informed lens, educators can create an empathetic and supportive environment that addresses the unique needs of each student.

    Proactive Implementation of Restorative Practices:
    Proactive restorative practices form a solid foundation for cultivating a positive learning environment by fostering strong connections and open communication. By establishing clear norms and agreements, educators empower students to take ownership of their behavior, resulting in increased accountability, reduced conflicts, and a sense of shared responsibility. This approach not only prevents disruptions but also contributes to a supportive classroom community that prioritizes the holistic well-being of students.

    Three proactive strategies you can implement in your learning space include:

    1. Build Strong Connections:

       Begin by fostering strong teacher-student relationships. Regularly check in with students, create a safe space for them to express themselves, and validate their experiences. Strong connections act as a foundation for implementing restorative practices effectively.

    1. Classroom Routines and Agreements:

        Doing things ‘with’ one another instead of ‘to’ one another is a foundational pillar of the restorative work. Collaboratively establish classroom routines and agreements with students. This empowers them to take ownership of their learning environment, promoting a sense of agency and shared responsibility. When conflicts arise, refer back to these agreements as a guiding framework for resolution.

    1. Circles and Check-ins:

       Integrate circle practices into your routine. Circles provide a structured opportunity for students to share their thoughts, feelings, and experiences. Regular check-ins help educators stay attuned to the emotional well-being of their students, creating a preventative approach to potential conflicts while fostering a strong sense of belonging within the culture of the class.

    Responsive Implementation of Restorative Practices:
    Responsive restorative practices provide a structured and empathetic framework for addressing conflicts, allowing for deeper understanding and resolution. By facilitating restorative conferences that bring affected parties together, educators not only address the immediate issues but also promote a sense of community and accountability. This approach fosters an environment where conflicts are opportunities for learning, growth, and the restoration of relationships, contributing to a more resilient and harmonious classroom dynamic.

    1. Addressing Conflict with Empathy:

       When conflicts arise, approach them with empathy. Understand that behaviors may be rooted in trauma, and seek to uncover the underlying unmet needs first. Having a curious mindset about what may be happening or has happened in a student’s life is a critical component of a resilience focused and restorative mindset.  This approach shifts the focus from punitive measures to understanding, helping both educators and students develop a deeper awareness of one another.

    1. Restorative Conferencing:

       Instead of traditional disciplinary methods that often lead to exclusionary practices that break the sense of belonging between the student and their school community, opt for restorative conferences when appropriate. After doing pre-conferencing work to ensure safety and predictability of the conference, bring affected parties together in a safe space to discuss the impact of the conflict, explore feelings, and collaboratively work towards resolutions. This approach encourages accountability and promotes a sense of community.

    1. Teach Conflict Resolution Skills:

       Integrate conflict resolution skills into the daily curriculum. Equip students with the tools they need to navigate conflicts independently, empowering them to become active participants in the restoration process. Explicitly teaching, modeling, practicing, and reinforcing these skills the same way we would teach a reading or math lesson is necessary in developing the whole child.

    Implementing Restorative Practices in a trauma-responsive way requires a commitment to building a community where empathy, understanding, and healing are prioritized. By proactively establishing a supportive environment and responding to conflicts with restorative approaches, educators can contribute to the creation of nurturing learning spaces where students can thrive academically and emotionally. Through these efforts, educators play a pivotal role in fostering healing communities within their classrooms and beyond.

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    Nurturing Minds: A Trauma-Informed Approach to Fostering Student-Educator Relationships

    In the realm of education, the adage “students don’t care how much you know until they know how much you care” holds a profound truth. As educators, our primary responsibility extends beyond the delivery of academic content; it encompasses the holistic well-being of our students. A trauma-informed approach recognizes the impact of adverse experiences on a student’s behavior and emphasizes the crucial role of positive relationships in fostering a conducive learning environment. With so many priorities fighting for our attention, it can feel overwhelming to “find the time” to foster a sense of belonging as a proactive approach to creating safe and supportive learning environments. Wondering where to start? Here a few ideas to try!

    Cultivate a Safe and Inclusive Environment
    Building a trauma-informed classroom starts with establishing an atmosphere where students feel safe and accepted. Recognize and validate diverse perspectives, backgrounds, and experiences. Foster a sense of belonging by incorporating inclusive practices that celebrate individuality. A safe environment is the bedrock upon which trust and connection can flourish.

    Quick strategies: teambuilding brain breaks like the name game, engaging in an interest inventory, and creating a shared classroom calendar of upcoming events that are important to your students, writing a co-created classroom charter everyone agrees to of how to treat others.

    Practice Active Listening
    Engaging in active listening is a powerful tool for understanding and connecting with your students. Take the time to truly hear their thoughts, concerns, and experiences. By demonstrating empathy and understanding, educators send a powerful message that students’ voices are valued. This validates their emotions and builds a foundation of trust.

    Quick strategies: open ended journal prompts, inviting students to sign-up for lunch with their teacher, attend extra curricular activities your students are involved in, join a student(s) at their table for lunch, and leverage student conferencing as a chance to check in with how they are doing emotionally prior to talking about academics.

    Be Consistent and Predictable
    Consistency provides a sense of stability that is especially crucial for students who may have experienced trauma. Establish clear expectations, routines, and consequences. Predictability helps alleviate anxiety, allowing students to focus on learning rather than navigating uncertainty. Consistency fosters a sense of safety, which is paramount for building trusting relationships and promoting positive behavioral outcomes.

    Quick strategies: implement proactive classroom circles or meetings regularly, utilize restorative circles in response to solving issues that arise, elicit student feedback when creating classroom norms together, establish classroom routines and rituals that you teach, model, practice and reinforce, and focus on what students are doing well before you have to correct what needs improvement.

    Model Healthy Coping Mechanisms
    Educators serve as role models for their students. Demonstrating healthy coping mechanisms for stress and adversity can positively influence students’ own strategies for managing challenges. Share your own experiences and coping mechanisms, creating an environment that encourages open dialogue about emotions and self-care. This vulnerable two-way communication helps establish trust and authentic connection between all involved.

    Quick strategies: model your own body map, name when you are feeling frustrated or overwhelmed and demonstrate how taking a deep breath helps you, share personal experiences of age-appropriate trials and tribulations that helped you recognize your inner strength, and find moments of joy to share with your students to highlight positive emotions as well.

    Collaborate with Support Systems
    Building relationships extends beyond the classroom walls. Collaborate with parents, guardians, and other support systems in a student’s life. Share insights about a student’s strengths, challenges, and progress. This collaborative effort reinforces a unified front, ensuring that the student receives consistent support both at home and in the educational setting.

    Quick strategies: positive outreach to family members via phone/email/text/note highlighting what their child did well with today, inviting families into the classroom to engage in learning alongside the class, ensure diversity in classroom celebrations that represent the cultures of your students, invite students to bring artifacts from home to display or present to the class, send pictures of their child excelling at something home, and provide regular newsletters to families informing them of important information regarding the classroom learning.

    Prioritizing relationships with students as a proactive approach to foster characteristics of resilience and support positive behavior is not just an educational strategy; it is a commitment to the well-being of the next generation. By embracing trauma-informed practices, educators contribute to the creation of a nurturing environment where students feel valued, understood, and empowered to thrive academically and emotionally. In these connections lie the seeds of positive behavior and a brighter future for all.

     

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    Behavior is your clue: Understanding the window of tolerance

    Behavior is communication. Even though adults often tell children to “use your words,” the reality is that children (and adults, too) often struggle to find the words to describe what they are feeling and what they want or need. This is especially true when stress is high. This means that being hungry, tired, bored, overstimulated, worried, scared, angry, or just plain frustrated makes language difficult. For this reason, look to behavior as a clue to help you understand what a child is currently experiencing.

    For example, if a child is cooperative, engaged in play or learning, pleasant in nature, and finds it easy to use words to talk about what they are doing or to ask or answer questions, these are all behavior clues that the child is well-balanced. They are not too tired, hungry, bored, overstimulated, worried, scared, angry, or frustrated. We can say here the child is in their window of tolerance.

    When not well-balanced and perhaps tired, bored, scared, or worried, you might see behaviors that indicate hypo-arousal, like clinging, whining, inattentiveness, refusing to do things, and appearing foggy and tired. When a child is hungry, overstimulated, angry, or frustrated, you might see behaviors that indicate hyper-arousal, such as yelling, fighting, defiance, impulsiveness, aggression, and an inability to sit still. When in a state of hypo- or hyper-arousal, a child is not in the window of tolerance.

    Emotional awareness is the ability to notice being in or out of the window of tolerance.

    If you notice the child is not in their window of tolerance and does not yet have their own emotional awareness, it means that the child needs you to prompt them by saying something like, “It seems like you aren’t feeling balanced. Let’s take a minute to check in and see what might be going on. How does your body feel? What might your body need to feel more balanced?”

    This is a time for a pause. Listen to the child, provide them with suggestions if they are unable to voice how they feel in their body. Perhaps ask them to point to the part of their body that feels most stress or tense.

    “It seems like you might need to take a pause. It is okay; let’s pause to see what you need to feel better.”  “I am noticing you are (clinging, arguing, etc.) and when we don’t feel balanced our body can get tight, hot, tired, or even filled with a lot of energy.”

    When a child notices they are not in the window of tolerance, they can learn to tell you they need a pause. If not, the adult can encourage a pause for the child, letting them know that this does not mean they are in trouble; it means you are helping them to notice their body is not in balance.

    Emotional awareness is something children need to learn and practice. Children need repetitive opportunities to be made aware of when their bodies are and are not in the window of tolerance. Help them describe how their body sends messages to help them know if they are in or out of their window of tolerance. Behavior is a clue that will help you notice when a child is dysregulated. Instead of focusing on the behavior, get curious with the child about the signals their body is sending to them.

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    Circle of Courage
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    Looking through a Circle of Courage Lens: Why the “other kids” are not the “other kids”

    It is bound to happen. In a school, a daycare, a sports practice – maybe even in the middle of a religious service. A child – of any age – will misbehave, perhaps melt down, and even experience a crisis because, for any number of reasons, they cannot manage their overwhelming feelings. Their reactions in these moments can be intense, scary, aggressive, or destructive.  Trauma-informed, resilience-focused adults can help support and regulate a child when this happens, using de-escalation and co-regulation tools and strategies. This is helpful for the child who is in crisis.

    Other children and adults, however, often wonder, “What about the other kids?” This is a fair question that is prompted by additional concerns such as:

    • Is it all right for children to witness others struggling? Will it traumatize them?
    • Who will attend to and care for the children not currently in crisis?
    • Why don’t children who act out and cause disruptions have more consequences?
    • It isn’t fair that some children have more attention from the child-caring adult in charge than others.

    Let’s look at how we might view these scenarios through the lens of the Circle of Courage resilience model. Throughout, the questions to the above frequently asked questions will be addressed.

    Adults can prepare children in their care for these scenarios so everyone knows what they can expect—telling children what might happen, how the adult will respond, how the adult will prepare them for this kind of experience, and what will happen afterward.

    Belonging.
    All children need to feel a sense of connection and belonging – no matter what. It should not depend on their willingness or ability to be a particular person. Belonging isn’t a privilege but a fundamental human right (Shalaby, 2017). Children don’t get traumatized because they are hurt; they get traumatized because they are alone with that hurt (Mate, 2021).

    A script for the adult:
    Everyone struggles from time to time. Depending upon what is happening in your life or what has happened, along with your ability to cope, will depend on how you respond to certain situations. This does not make you bad or good – it just is. Chances are, we will experience someone in our group having a hard time – this could be a hard hour or even a hard day. I want you to know that if that happens, I will do what I can to help that person feel better. I will not be mad at that person, and they will not get in trouble. If they are struggling – it means that they need my help. I will ensure you all have a chance to learn and practice what you can do if something like this happens. When someone is struggling, things might get loud and unstructured, but I will do everything I can to keep all of us safe. I may be able to do that independently, or I might call another adult to help me. Later, when things settle down, we will always have an opportunity to talk together about what happened if you want to. We can do that as a group or individually. Even if one of us disrupts our room, everyone will always be welcomed back when calm and settled.

    Mastery.
    We cannot assume that all children have learned to regulate their emotions and behaviors. Children must have several opportunities to learn and practice emotional awareness and regulation.  Just like learning to read and solve math problems, children must be taught skills and engage in experiences to try out what they have learned.

    A script for the adult:
    We will spend some time practicing techniques to help relax our bodies. We will practice different ways to slow down our breathing, close our eyes, imagine a happy memory, color designs, draw pictures, or write down our thoughts and feelings. All of us should practice how to calm ourselves down. I want you to feel good at calming yourself down, but I know this isn’t easy for everyone – it takes time and practice.

    Independence.
    Children feel safe when they know what to expect and when they are given choices about how to respond in potentially disruptive situations.

    I want you to know that this room might not feel very calm if a child struggles. However, even if it is noisy or chaotic, please know I will take care of that. I will keep my voice even and stay in control.  You can do what you need to do for yourself and others around you. Maybe you will try one of the relaxation techniques we practice. You may find that you want to go out into the hallway; you can do that; please stay close to the wall by our room. You may find that you want to put your head down on your desk, which is all right, too. Maybe you will want to sit with one of your friends. You have a choice about how best to take care of yourself.

    I know it might not seem fair for those of you who are not disruptive and stay calm most of the time – you might think, why don’t you spend so much time with me, or why doesn’t that person get into more trouble? I understand why you may feel that way. Nevertheless, I have learned that what is fair is not always equal – some of us need more support than others. You know, I would need a lot of support picking apples from a tree because I am not very tall – I might need a stool (or a ladder), but someone else might be able to reach up and pick apples easily because of their height. Is it fair that I get a stool, but the other person does not? The other person does not need a stool, silly, but I do! So, this is the same as staying calm. Some of us find it more difficult than others, so some need more support. That is how it works – if someone needs something, we try to give it to them. As far as consequences are concerned, I think that if a person has a tough time, that is enough pain, and it does not do anyone any good to make them feel worse by punishing them on top of it. I will instead help teach them to better manage a situation next time with additional strategies and practice. I will support them.

    Generosity.
    We all have difficulty managing our emotions and behavior occasionally. This can be especially difficult when going through a particularly stressful time or have a history of very stressful experiences in our lives. We feel valuable when we can have empathy for and provide support to others.

    A script for the adult:
    Try to understand that the person struggling is not trying to be “bad,” but rather, they cannot manage their emotions and behavior and need help. You may find that you want to be with one of your friends and find a place in our room where you can sit together while I attend to the child who needs me, and if that is the case, please join your friend. If you are someone who feels good about your ability to calm yourself down and you find others having a hard time with what is happening in the room, please help your friends if they need support. I appreciate that we will all look out for one another.

    There are no “other kids”; there are all kids. Providing unconditional connection and belonging, tools to help children manage their behavior and emotions, the agency to make choices when faced with difficult situations, and permission to use their value to support others can empower all children.


    Download your free Mind Body Skills tool now!

    References
    Shalaby, C. (2017). Troublemakers lessons in freedom young children in school. New York, New Press.
    Mate, G. (2021). The Wisdom of Trauma. Zaya Benazzo. Science and Nonduality.

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      Nurturing Yourself: A Trauma-Responsive Approach to Post-Holiday Self-Care by Practicing Resilience

      The holiday season, with its festive cheer and joyful gatherings, often marks a time of celebration and togetherness. However, for many individuals, the holidays can also bring about stress, triggering memories of past traumas and exacerbating existing emotional wounds. As the holiday decorations come down and the new year begins, it’s crucial to shift our focus towards self-care, especially from a trauma-responsive perspective as we continue with our daily lives working to become the best versions of ourselves.

      Acknowledging and Validating Sensations & Emotions

      Trauma can resurface during the holidays due to various triggers, such as family dynamics, social expectations, or reminders of past events. Recognizing and validating these bodily sensations and emotions is the first step towards self-care. Understand that it’s okay to feel a range of emotions, and giving yourself permission to experience and express them is essential for healing.

      The first step is often self-auditing and keeping a record to understand the full picture. There are many ways to do this, but we recommend our simple Distress Indicators worksheet, featured in 10 Steps to Create a Trauma-Informed, Resilient School.

      Download your free Distress Indicators worksheet

      Creating Safe Spaces

      After the hustle and bustle of the holiday season, carving out safe and comforting spaces becomes imperative. This could mean designating a cozy corner at home, finding solace in nature, or establishing boundaries with others. A trauma-responsive self-care approach emphasizes the importance of feeling secure in your surroundings to foster healing and recovery.

      Mindful Practices and Grounding Techniques

      Engaging in mindful practices and grounding techniques can be powerful tools for those navigating trauma. Techniques such as deep breathing, meditation, or grounding exercises help anchor individuals in the present moment, offering a respite from intrusive thoughts and memories to find even the smallest moments of joy to feel a sense of relief. 

      Connecting with Supportive Networks

      Isolation can intensify the impact of trauma on our brains and bodies. Actively seeking connection with understanding and supportive individuals is crucial for post-holiday self-care. This could involve reaching out to friends, family, or even joining support groups where experiences can be shared in a safe and non-judgmental environment.

      Prioritizing Physical Well-Being

      Trauma can take a toll on both mental and physical health. Prioritizing self-care from a trauma-responsive perspective includes paying attention to your physical well-being. Learning to listen to your body is a great first step in the healing process. Getting adequate sleep, eating nourishing meals, and engaging in regular exercise contribute significantly to overall wellness and resilience.

      Seeking Professional Guidance

      For those navigating complex trauma, seeking professional guidance is a crucial aspect of self-care. Trauma-informed therapists or counselors can provide a safe space for processing emotions and developing coping strategies tailored to individual needs.

      Conclusion

      The period following the holidays is a crucial time to shift focus inward and prioritize self-care, especially for those with a trauma history. By acknowledging emotions, creating safe spaces, engaging in mindful practices, fostering connections, prioritizing physical well-being, and seeking professional support when needed, individuals can embark on a journey towards healing and resilience. Remember, self-care is not selfish; it’s a vital component of reclaiming control and building a foundation for a healthier, more empowered future.

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      Resilience I Spy

      Finding the Circle of Courage in Action

      Start the New Year with a focus on resilience by teaching your students about the Circle of Courage. Then, challenge them to eye-spy the resilience model’s components in action. 

      Circle of Courage: A Model of Resilience

      This resilience model is easy to teach students of all ages.

      “We all have four universal needs. When these needs are met, we feel our best. But we will not feel our best if even one of the four universal needs is unmet. When even one is missing, we might feel sad, frustrated, worried, or angry. Let me tell you about the four universal needs. 

      The first one is Belonging – we feel good when we feel like we belong. This can be at school with friends or at home with our families. We feel connected to other people when we feel a sense of belonging. 

      The next universal need is Mastery. We feel good when we can accomplish and are good at something – this can be like solving a math problem, learning a new skill while playing a sport, or drawing a picture that makes us proud. 

      Independence is the third universal need. This need is met when we control our emotions and behavior. This doesn’t mean we don’t get upset – it just means if we get upset, we know what to do to help ourselves feel better, so we don’t lose our temper or misbehave. 

      The last universal need is generosity. We get this need met when we feel helpful and valuable to others. 

      To review, we all need to feel like we belong or are connected to others, are good at something, can stay in control of our emotions and behavior even when we are upset, and feel like we are valuable to other people.“

      Offer your students an I Spy Challenge

      As a fun way to start the new year, I am challenging you to a game of eye-spy. In this game, I want you to try to notice your classmates and me when we are getting any one or more of our universal needs met or helping another person obtain one of their needs.  

      Whenever you notice the Circle of Courage in action, you can raise your hand and say, “Eye-Spy”. Then, you can tell us what you saw. For example, when a classmate greets another student when they enter the room by saying, hello, they are making that person feel like they belong. If a student helps another student learn how to solve a tricky math problem, they demonstrate mastery. When a student asks for a break instead of yelling or getting angry, they are showing us independence. And, lastly, if I ask a student to bring something down to the office for me, they are being generous. 

      Ask students to give you more examples. You can add the examples to a whiteboard, so they are easy for students to reference. Then, start the challenge. You might want to have one or two students keep track of how many universal needs in action are spotted by using a tally for each.  You can play along too. Set a goal for the class for a total number of universal needs spotted during the day. Reinforce the importance of all students getting their universal needs met to feel their best. When all students are aware of others and strive to help meet their needs, the overall classroom culture and climate will improve. 

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      Stress and Trauma in Disguise

      Jack, a 3rd grader, has difficulty paying attention to the teacher and staying in his seat in the classroom. He often blurts out answers without raising his hand and never stops fidgeting. He looks so much like he has ADHD. 

      Susie, a 6th grader, never smiles these days. She keeps mostly to herself and barely submits her assignments. When asked if she is alright, she shrugs and replies, “I’m fine.” Maybe she is depressed? 

      Mary is a kindergartener. She is always very jumpy and nervous. Her hands sometimes shake. She spends much time looking out the windows and at the classroom door. When her friend was late last week, she started crying. She was worried her friend may have gotten killed in a car accident. I wonder if Mary has anxiety. 

      Stress and trauma result in emotional, behavioral, and physical symptoms and reactions that are often mistaken for other mental health disorders. However, emotions, behavior, physical symptoms, and responses are often clues of acute or chronic stress. When we observe these symptoms and reactions and are not curious about their origin, we can easily mistake them for other mental health disorders. This is why many children are labeled or misdiagnosed with a mental health disorder when stress or adverse life events are to blame. 

      Examples of emotional symptoms include worry, mood swings, crying, clinginess, anger, overreactions to minor things, isolation from friends, sadness, and feeling hopeless. These symptoms and reactions, at first glance, look very similar to those of depression. 

      Behavior-related examples observed in stressed and traumatized include withdrawing from friends, changes from regular eating patterns, overusing substances such as drugs or alcohol, finding it hard to make decisions, inattention, lack of focus and concentration, trouble remembering things, fighting, arguing and defiance, difficulty sitting still or calming down. Many of these behaviors fit the criteria for ADHD.

      Lastly, physical symptoms include headaches, stomachaches, nightmares, nervousness, feelings of panic, dizziness, fatigue, chest pain, and trouble falling asleep or staying asleep. These are certainly like those present in anxiety disorders. 

      All these symptoms and reactions are expected in the first hours, days, and a couple weeks following exposure to stress and trauma. The number of overlapping symptoms and reactions between stress, trauma, and mental health disorders requires us to be careful not to make assumptions.

      This is why it is so important to understand stress and how it impacts children. Then, curiosity can help you explore what the child needs most. When curious about observed symptoms and reactions, you might think, “I wonder if something is happening with this child? What is driving the symptoms, reactions – the emotions and behaviors I see – or even the physical complaints this child tells me about?” 

      Jack is hypervigilant because he lives in a violent apartment complex where fights break out regularly. 

      Susie’s grandmother recently died, and her grandmother was her primary caretaker. Mary is experiencing symptoms of depression because she is grieving the loss of her grandmother. 

      Mary witnessed a car accident on her way to school last year, and she is constantly worried someone she loves is going to end up in a car accident.

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      Children’s Grief and Loss

      Grief and Loss

      Grief is the acute pain that accompanies loss. Grief reflects what we love and for this reason, it can feel overwhelming and all-encompassing. Any loss can cause grief. We often think about death when we hear the word grief. Still, losses can also include living losses like separations, absences, and departures that are very common with divorce, estrangement from a family member, and having a loved one who is in the military or incarcerated. The loss of connection such as when a person you are attached to becomes chronically ill, struggles with mental health issues or addiction. We must also consider the loss of pets and animals and the experience of moving homes, schools, or even teachers when a child moves from one grade to the next. 

      When a person experiences grief they usually report both emotional and physical symptoms. These symptoms and reactions should be normalized and validated. Say, “What you are feeling is normal considering what you have experienced.” There is no right or wrong way to grieve. Grief is individual and unpredictable. Even two children grieving the same loss might respond differently. Let children know it is alright to laugh, play, and have fun simultaneously as they are experiencing grief symptoms and reactions. 

      • Sadness and crying.
      • Loss of appetite. 
      • Trouble sleeping.
      • Headaches and stomachaches. 
      • Disinterest in activities or socializing or may want to be surrounded by people and with many activities. 
      • Fatigue. 
      • Difficulty finding the words to express feelings. 
      • Regression.
      • Anger.
      • Numbness. 
      • Non-linear healing (Feel alright one day or hour but not the next). 

      Grief and Trauma

      Prolonged, persistent, and complicated grief symptoms and reactions might indicate the experience is traumatic for the child. Sadness following grief is undoubtedly normal but when the reaction turns into one that appears more like terror, that is a trauma response. Similarly, it is typical for grieving children to be mad but when that anger becomes aggressive or assaultive, that too is a trauma response. Another indicator of a trauma response is when a child expresses the death or loss is their fault. For example, “If I wasn’t misbehaving while my granny was home with me, she would not have had a heart attack and died.” A shift in identity is also something to watch. In grief, the identity of the child remains intact but when a child’s identity becomes shifted or distorted as a result of the loss, that is more of a trauma response. For example, “kids with incarcerated parents don’t go to college.” 

      Helping Someone through Grief

      • Be patient and listen. Let the grieving person be seen and heard. If you don’t know what to say, that is alright, just be there and listen. Ask what you might do to help them feel even a tiny bit better.
      • Be nurturing. Offer kindness and care. Sensory support is helpful. Your presence, a glass of water or a snack, a blanket or plush animal to snuggle with can be very comforting. Downtime might be more necessary while grieving. 
      • Offer consistency. Boundaries and expectations should be kept in place however, they may require some flexibility during grief. Try to implement a routine so the child feels a sense of predictability.
      • Talk about the loss whether it is a person, place, or experience. Ask questions but don’t demand answers. Invite the child to share memories of who or what they are grieving if they wish to do so. 
      • Offer opportunities for expression. Children will experience relief when they can play, listen to or dance to music, draw, paint, or create other forms of art with simple supplies like paper plates, chenille stems, beads, fabric squares and buttons. 
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      Giving and Gratitude: Experiences to lower stress and boost happiness in adults and children 

      Benefits of Giving and Gratitude

      The holiday season is upon us. During this time, there will be many opportunities to experience giving and gratitude both of which provide many benefits for health and overall well-being. This is essential knowing the stress today’s adults and children face. When we give and when we receive, we lower stress and boost happiness. 

      Giving time, energy, expertise, or even tangible things to others prompts the brain to release dopamine, a feel-good hormone. Giving, also known as generosity, provides the experience of feeling valuable to others. A sense of value is so important that Starr’s Circle of Courage resilience model includes generosity as a key universal need for all people, regardless of age, to feel whole. 

      Generosity is beneficial for the giver and when we are on the receiving end of generosity, we experience gratitude, also a well-being booster. Perhaps someone offers support, nature provides a beautiful sunny day before the weather turns cold, or a neighbor shares a baked good. The feeling we have in these moments is often described as calm, content, and grateful. Research supports experiencing gratitude makes adults and children happier overall and results in better sleep, less physical complaints, and an improved ability to cope with stress. 

      Giving and Gratitude in Action

      When adults teach and model giving and gratitude, children learn how to engage in each. The more opportunities a child has over time, the more giving and gratitude are part of their lives. And, as adults teach and model, they also reap the benefits.  However, just saying, “thanks” or dropping canned goods off at a food drive isn’t quite enough. There are three components necessary to gain the rewards associated with experiencing generosity and gratitude. These components include notice, feel, and response. 

      Here are some examples to help teach, model and practice embracing the experiences of giving and gratitude. As you read through and discuss each example, take the time to be present with how more awareness of what is happening allows a fuller experience of both giving and gratitude. 

      Giving in Action: Notice, Respond, Feel

      Example: Canned food drive at school 

      Notice:  There is a canned food drive at school. 

      Respond: I want to donate food to school. I bring canned goods to the food drive. 

      Feel: Helping others in need makes me feel good. My body feels happy, and I am proud of how I can do my part to help. 

      Example: Offering a friend help with schoolwork. 

      Notice: My friend is struggling in Math.

      Respond: I offer my friend help with Math problems that I understand. 

      Feel: I feel valuable because I was able to help support my friend. I feel more connected to my friend and good about myself for what I did to help. 

      Gratitude in Action: Notice, Feel, Respond

      Example: Being included in lunch.

      Notice:  She invited me to sit with her at lunch.

      Feel: I feel like I belong, and she likes me. I feel safe, connected, and calm.

      Respond: I smile and say, “Yes”.

      Example: A teacher being kind. 

      Notice: I was late to school. My teacher asked, “are you feeling alright – do you need anything?”

      Feel: My teacher noticed me and cares enough about me to ask how I am. This calms down my body and makes me feel safe to ask her if I need support. 

      Respond: I thank my teacher and tell her I will let her know if I need anything. 

      Giving and Gratitude Activities

      Talk to children about giving and gratitude or engage in one or more of the following activities. Remember to take time to identify the generous gesture, how it makes the giver and the receiver feel and how both respond.

      • Affirmation cards 
        • Color in affirmation cards that say things such as “I am thankful” or “It feels good to be kind.” 
      • Giving thank you notes, cards are artwork to others. 
        • Create thank you notes or cards with words or pictures for friends and colleagues. 
      • Giving and Gratitude Trees 
        • Draw a large tree on a board. Cut out paper leaves and write words or images on them that are examples of ways to give or things to be grateful for on them. Post them on the tree.  
      • My strengths can be used to help others. 
        • Create a list of strengths. What are you good at? As you look at the list, how can you use these strengths to help others who might benefit from your assistance. Put one of your ideas into action. 
      • ABC’s of gratitude 
        • Identify words for each letter of the alphabet that describe ways to be generous or give to others. Do the same with words that describe things, people, or experiences for which you are grateful.
      • Classroom meeting or circle 
        • During classroom meetings or circles, spend time talking about what generosity and gratitude means and how both can be experienced. 

      Take advantage of this time of year to experience the benefits both giving, and gratitude can provide. There will be countless opportunities all around you. Whether you are giving or receiving or helping children as they give and receive, pause, and notice, feel, and respond. 

      Click here to download free generosity activities for your classroom
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      Dysregulation and Behavior: The Roots of Teacher Burnout

      In the demanding world of education, teacher burnout has become a critical issue, often rooted in the complex interplay of dysregulation and challenging student behavior. By understanding the underlying factors of these challenges, we aim to offer insights and strategies to support educators in navigating daily life in their classrooms, ultimately fostering a more sustainable and fulfilling teaching environment.

      Teacher Burnout Epidemic

      More than 70% of educators in a national survey report that students are misbehaving more now than ever. The most common unwanted student behaviors they observe in their classrooms include emotional and behavioral outbursts, constant fidgeting, nonstop chatter, inattention, getting out of seats to leave the classroom and defiance. The National Center for Education Statistics cites worsening student behavior as a reason for teacher burnout. More than four in 10 K-12 school professionals in the U.S. (44%) say they “always” or “very often” feel stressed at work, outpacing all other industries nationally making educators among the most burned-out groups in the U.S. workforce. 

      Student Mental Health Crisis

      Managing a classroom of students has always been a challenge but over the past few years, this job has become increasingly more difficult. The number of youths experiencing mental health symptoms and reactions such as anxiety, depression, attention problems and behavior dysregulation has increased. Mental health disorders since the onset of the coronavirus pandemic have continued to rise among children as well as adults.  Stressful and traumatic experiences related to the pandemic along with constant exposure to racial tension and political conflict have remained constant. Child maltreatment, domestic violence, and the overuse of substances such as alcohol and drugs have also increased. In 2021 a National Emergency in Child and Adolescent Mental Health was declared by the American Academy of Pediatrics. This declaration comes with reports of a severe shortage in the number of mental health practitioners available to meet the demand.

      Emotional Dysregulation in Kids: The driver of misbehavior

      Often, what is observed as defiance, deliberate or intentional misbehavior may not be what it appears. It is a student’s best attempt to regulate their nervous systems. When students experience a significant amount of stress over a prolonged period, their bodies become dysregulated, thus over-active nervous systems. At times the need for movement can appear disrespectful and not aligned with classroom norms and rules. A dysregulated body cannot sit still as it demands a discharge of energy and activation from the stress overload. A dysregulated body, in survival mode, will do everything it can to regain balance even if that involves a fight or flight response.

      • An overwhelmed student can seem inattentive but really be worried about what happened at home the night before.  
      • An angry student appears to start unnecessary conflict with a teacher or another student however, they couldn’t control their body’s response to a threatening look or tone of voice. 
      • A student elopes from the classroom – they seem not to care but really it is their way of avoiding what they perceive as intimidating and scary.  
      • A student refuses to complete an assignment then you learn they were afraid of looking dumb in front of their classmates.  

      How to Heal a Dysregulated Nervous System to Return to Learning

      When educators view unwanted behaviors through a lens of being trauma-informed they can see that the real problem is rooted in a student who is dysregulated rather than a student who is “bad” and needs punishment. Dysregulated students need to feel safe by experiencing a sense of connection with a caring adult who is curious about what they need most. Reframing behaviors from what is observed to what the behavior is communicating can make all the difference. Behavior can be a clue to help understand unmet needs such as dysregulation – difficulty with emotional and or behavioral control. Giving up a need to know exactly what to do when unable to control classroom behavior and shifting to a mindset of curiosity can help.

      Starr’s Trauma-Informed, Resilience-Focused Behavior Support Plan will help you become curious about the function of the behavior you observe, assess potential unmet needs for students and develop a support plan to help meet their needs. 

      References:

      American Academy of Pediatrics (2021). A declaration from the American Academy of Pediatrics, American Academy of Child and Adolescent Psychiatry and Children’s Hospital Association: Retrieved November 10, 2023, from https://www.aap.org/en/advocacy/child-and-adolescent-healthy-mental-development/aap-aacap-cha-declaration-of-a-national-emergency-in-child-and-adolescent-mental-health/. 

      Marken, S. & Agrawal, S. (2023). K-12 workers have highest burnout rate in the U.S. Gallup Poll Education. Retrieved November 10, 2023, from https://news.gallup.com/poll/393500/workers-highest-burnout-rate. 

      National Center for Education Statistics. (2023). Teachers’ Reports of Disruptive Student Behaviors and Staff Rule Enforcement. Condition of Education. U.S. Department of Education, Institute of Education Sciences. Retrieved [date], from https://nces.ed.gov/programs/coe/indicator/a11. 

      young black girl sitting in calming corner in classroom
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      Calming Corners: How to Implement in your Classroom

      In the bustling world of education, where students and teachers are constantly navigating through a whirlwind of learning activities, introducing a calming corner can be an effective solution for many student needs. As reported in Starr’s Resilient Schools Project whitepaper, this is paramount to learning. While trying to individualize the instruction and social emotional supports for every student, the universal approach to creating a safe space for all students to learn is easily overlooked, but is truly the essential component of a resilience focused classroom.  

      The Importance of Calming Corners

      The modern classroom is a dynamic space filled with diverse personalities, learning styles, and energy levels. While excitement and engagement are integral to the learning process, moments of stress, anxiety, or overstimulation can also arise; having a dedicated space where students an retreat to find peace and regain their calmness is essential. This is where ‘Calming Corners’ come into play, not just as a physical space but as a transformative approach to classroom management and student well-being. ‘Calming Corners’ serve as dedicated spaces where students can take a moment away from the day’s demands, offering a retreat to regain composure and recenter their thoughts and emotions. 

      The Benefits of Calming Corners

      Children process a vast amount of sensory information daily. For some, this can be overwhelming, leading to sensory overload and emotional outbursts. Calming Corners provides a sensory-friendly area that helps students filter out the chaos and focus on regaining their emotional balance. The sensory benefits are countless but include: 

      • Visual Calm: Soft lighting and muted colors can reduce visual stimulation.  
      • Auditory Relief: Quiet spaces or the use of headphones can dampen the overwhelming noise of a busy classroom.  
      • Tactile Engagement: Access to stress balls or soft textures can offer comfort and grounding.  
      • Mindfulness Activities: ‘Time-in’ time is a great opportunity for students to do some breathing or movement to return to the center.  
      • Proprioceptive Input: Cozy furniture or weighted blankets can provide pressure that is calming to many children.  

      Designing an Effective Calming Corner

      Creating the perfect calming corner for your classroom doesn’t require a large budget or an expansive space. One of the best starting points to planning out a Calming Corner for your students is to include them in the process! Consider adding questions about what helps them feel peaceful, what type of objects help them focus, what colors make them feel calm, etc., during your next Circle Meeting. This involvement fosters a sense of ownership and ensures that the space resonates with the unique needs of the class. Here are some additional ideas and tools to help get you started:  

      • Selecting the Right Location: Choose a quiet, low-traffic area within the classroom. Ideally, the calming corner should be easily accessible but not in the midst of the main learning space. 
      • Creating a Cozy & Private Atmosphere: Use soft cushions, blankets of different weights and texture, and rugs to make the space inviting. Consider incorporating elements of nature, such as plants or nature-themed artwork, to evoke a sense of tranquility. Using bookshelves or room dividers is helpful to provide a sense of seclusion without complete isolation.  
      • Incorporating Sensory Tools – Provide a variety of sensory tools that support the students’ sensory systems.  
        • Visual: lava lamps, liquid timers, or calming jars  
        • Tactile: such as stress balls, fidget spinners, playdough or textured items.  
        • Auditory: headphones with calming music or nature sounds or noise canceling head phones 
        • Olfactory: a diffuser with calming scents such as lavender, peppermint candies to smell or eat, essential oil-infused rice bins or pillows 
        • These tools can engage different senses and help students channel excess energy or tension. 
      • Encourage Emotional Literacy – Introduce mindfulness activities, such as guided breathing exercises, calming music, or feelings charts. These visuals help children to identify and articulate their emotions while also providing them with step-by-step guides of how to practice these new skills. All of these resources can aid in relaxation and promote mindfulness. 
      • Personalization and Student Involvement – Incorporate art supplies to encourage expression through drawing or coloring, offering books about feelings can offer both comfort and learning. 
      • Maintain the Space – Keeping the area tidy and inviting on a regular basis will ensure it stays organized, warm, and inviting. Regularly rotating out the tools and resources will help to maintain the student’s interest. 

      Calming Corners are more than just a space; they are a testament to the evolving understanding of children’s emotional needs in an educational setting. In the ever-evolving education landscape, incorporating calming corners represents a thoughtful and proactive approach to student well-being. By acknowledging the diverse emotional needs of students and providing them with a dedicated space to navigate their feelings, educators can create a more holistic and supportive learning environment. As the saying goes, stressed brains can’t learn, and in the calm corners of our classrooms, students can find the balance needed to thrive academically and emotionally. 

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      Empathy in Schools: The Brain Science and Its Crucial Role in Building Belonging

      Empathy, often described as the ability to understand and share the feelings of another, is not just a soft skill. It’s deeply rooted in our brain’s architecture and plays a pivotal role in trauma-informed, resilience-focused schools. Let’s dive into the fascinating world of empathy and its importance in the classroom.

      The Brain Science Behind Empathy

      “I feel your pain” is more than just a figure of speech. We can feel the pain of others in a modified form. Brain scans have demonstrated the existence of mechanism inside of the brain that allows individuals who are observers to unconsciously experience activations inside of their brain that mimic the same activations in the brain of the person they are observing. For example, someone watches another person receive an allergy shot in the back of the arm. When the observer watches the patient get poked by the needle on the arm, the same motor and sensory areas of the observer’s brain are activated that are activated in the person receiving the poke – just to a lesser degree. This makes it possible to empathize with another person but not become overwhelmed by their personal distress.  Brain cells called mirror neurons are responsible for this phenomenon and the result is empathy. Empathy helps create connections between individuals and fuels the feeling of compassion for another person. Just like the needle example, the same thing happens when individuals observe others’ facial expressions, tone of voice, and body language.

      Empathy in Trauma-Informed, Resilience-Focused Schools

      Trauma can profoundly impact a child’s ability to learn and socialize. Schools that recognize this and adopt a trauma-informed approach aim to create a safe environment where students feel understood and supported.

      Empathy in the classroom is the cornerstone of such environments. When educators approach students with empathy, they:

      • Recognize and validate students’ feelings and experiences.
      • Create a classroom culture where students feel a sense of connection. 
      • Foster trust and safety in the classroom.
      • Promote resilience by helping students gain awareness of and navigate their emotions.
      • Helps balance students as they observe and interact with regulated educators. 

      The Circle of Courage and Empathy

      The Circle of Courage, a model of youth empowerment, identifies four universal growth needs of all children: Belonging, Mastery, Independence, and Generosity. Empathy plays a crucial role in fostering a sense of belonging. When students feel understood and cared for, they’re more likely to engage, participate, and thrive.

      Strategies for Building Empathy in the Classroom

      1. Model Empathetic Behavior: Children learn by observing. Teachers should demonstrate empathy in their interactions.

      2. Storytelling: Reading books or sharing stories that showcase different perspectives can help students understand and appreciate diverse experiences.

      3. Role-Playing: This allows students to step into another’s shoes, fostering cognitive empathy.

      4. Active Listening Exercises: Teach students to listen without interruption, encouraging them to understand others deeply.

      5. Encourage Group Work: Collaborative projects can help students appreciate different viewpoints and work together harmoniously.

      6. Discuss Emotions: Create a classroom environment where discussing feelings is encouraged and normalized.

      Empathy is not just a moral virtue but a neurological process deeply embedded in our brains. In the realm of education, it’s a powerful tool that can transform classrooms into safe, nurturing, and empowering spaces. By understanding its importance and actively fostering it, we can pave the way for more compassionate and resilient future generations.

      References

      Jankowiak-Siuda K, Rymarczyk K, Grabowska A. (2011). How we empathize with others: a neurobiological perspective. Medical Sciences Monitor. 17(1), R18-24. 

      Riess, H. (2017). The science of empathy. Journal of Patient Experiences, 4(2), 74-77. 

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      How to Create a Trauma-Informed Resilient School | Foster Connections

      Foster Connections

      Students who feel connected to their school are also more likely to have better academic achievement, better school attendance, and stay in school longer.
       

      How can you connect to your students?

      One of the best ways to connect with your students is having classroom meetings. These meetings not only allows you to connect with students, but also allows the students to connect with each other and build community within the classroom.
       
      How can you implement a classroom meeting?
       
      Step 1: Form a shape (circle, square). Teacher and students discuss, decide, and practice:

      • Floor or chairs
      • Where, how do you get there?
      • Who do you sit by?
      • What does it look like?
      • What does it sound like?
      Step 2: Introduce a talking piece. This talking piece helps regulate communication between students. Whoever has this piece is allowed to talk. Talking pieces may be a toy, a stick, a stone, or another small object.

      Step 3: Practice using various topics to create proactive classroom meetings:

      • Get to Know You and Greetings
      • Who Am I
      • Compliments and Appreciations
      Below is a video of education professionals like yourself explaining the topics they talk about at their classroom meetings:
       

      10 Steps Book Cover

      For more implementation on how to foster connections in the classroom, check out Starr’s 
      10 Steps to Create a Trauma-Informed Resilient School!

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      Rupert Gallery

      The Growing Miscellany of Intriguing Relics


      In the early 1950s, what is now considered a treasured landmark on the campus of Starr was initially met as a peculiar gift. The story began when a Detroit attorney contacted Uncle Floyd. His client, Mrs. Emelie H. Brueckner, was interested in a bequest to Starr Commonwealth to build an art center. Starr was more interested in a cottage for his growing campus. However, as Keith J. Fennimore wrote in his history of Floyd Starr, Faith Made Visible, when hearing that the funds would be lost should Starr decline the offer of an art building, “Starr’s interest in the arts increased remarkably.” Many years later, and after building a collection from across the globe, visitors to the Brueckner Museum will find it only natural to have such a compelling building on campus. After all, beauty is a silent teacher.

      The latest exhibit displayed in the museum is thanks to Kimberly Rupert, whose family was stationed in China, among other places, throughout the 1940s and 50s. This collection, which includes items of ivory, jade, furniture, and more arrived in America when the Ruperts were driven out of China in the midst of the Communist Revolution of 1946-49. In honor and memory of her parents, this exhibit will be known as “The Rupert Gallery”, with a plaque commemorating Claude and Sara Rupert. Given the impact of the Cultural Revolution of 1966-76, particularly the destruction of pre-Communist art, Spring Arbor University’s visiting Chinese professors who visited the Rupert home frequently remarked on the uniqueness of the collection.

      Claude and Sara Rupert loved the Chinese people, and delighted in the opportunity to enjoy their art and culture and to share those items and memories with family and friends. We hope that experience may extend to those who have occasion to visit the Rupert Gallery of the Brueckner Museum for years to come. Starr Commonwealth Board of Trustees member and great grandson of Floyd Starr, Randy Neumann, has always held Brueckner Museum dear to the legacy of Starr, and welcomes the latest contribution. “My great-grandfather was very interested in the East,” recalls Neumann. “This gift is a wonderful opportunity to introduce children to the culture, craftsmanship, and beauty of China. I am grateful for the Rupert’s addition, which will touch the lives of many hurting children.”

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      Kenneth Ponds Named Vice President of Oneness and Special Advisor to the President

      To further Starr Commonwealth’s commitment to equity, diversity, and inclusion, Kenneth Ponds has been named to the newly created position of vice president of oneness and special advisor to the president.

      As an executive member of the cabinet and advisor, Ponds will provide expertise and guidance to the organization on topics and issues of equity, diversity, and inclusion in all forms, furthering Starr’s core belief in the oneness of humankind. He will assist Starr Commonwealth in efforts to achieve its mission and vision on an organizational level as well as in its offerings and services.
      “For years, Starr has recognized that experiences of racism, toxic hierarchy, and oppression are experiences of individual, collective, and intergenerational trauma,” said Starr President & CEO Elizabeth Carey. “While we increased our efforts in this critical work, in the wake of recent social injustice and violence over the past few years, we knew we had to do more.

      “From his professional experience to his heart and passion, I am confident Ken is the perfect person to spearhead our recommitment and guide the entire organization ever closer to achieving true oneness of humankind.”

      Ponds previously served as campus chaplain for 40 years, and has since played a key role in Starr Commonwealth’s Glasswing Racial Healing program. Glasswing has been a cornerstone of Starr’s equity, diversity, and inclusion work since 1996, and has helped communities across North America “embrace the value of diversity with dignity.” Ponds will continue his contributions to Glasswing from an executive level as advisor, counselor, and mentor for staff.

      “It’s an honor to have this wonderful opportunity to help Starr continue its journey of equity,” Ponds said. “This has always been a core belief for Starr, and along with the opportunity to help young people in their spiritual journey is what attracted me to Starr Commonwealth.

      “This commitment to connection—with the ultimate goal of love that Floyd Starr envisioned over 100 years ago—is one that lives close to my heart. I am honored to help Starr and its partners continue to grow and making love visible in the lives of those we serve.”

      focus article by dr Caelan soma about universal needs
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      ADHD? ODD? It Could Be Trauma

      Symptoms and responses following trauma or during chronic exposure to stress can look like many other disorders. Two of the most common diagnoses in the school setting for children of all ages are Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD). It is very common for trauma to be mistaken as ADHD or ODD, even by the most well respected and experienced educators. The differential diagnosis isn’t easy, but it is helpful to understand how and why this common mistake is made.

      The differential diagnoses between trauma, ADHD, and ODD present significant challenges. First, there are several overlapping symptoms of PTSD, ADHD, and ODD. The diagnoses are not mutually exclusive, and there are currently significant assessment limitations.

      This reality is terrifying and convicting for many educators. Often, it is the classroom teacher who first suggests the idea that a child may have ADHD, and this suggestion typically results from the child not “fitting into the box” of behavior expected of students in traditional learning environments. Uninformed educators, social workers, parents, and even medical professionals can quickly turn this suggestion into a misdiagnosis if they are not asking the right questions. In the end, a child who has experienced trauma and needs therapy may instead receive medication to treat a condition they do not have.

      FOCUSED FOLLOW-THROUGH

      When children present salient symptoms that PTSD and ADHD share, begin to ask yourself: “Is it PTSD or ADHD? Both?” Unfortunately, this question is not an easy one to answer.

      FOCUS FURTHER

      Learn more about overlapping symptomology in the eLearning course Trauma-Informed, Resilience-Focused Assessment and Differential Diagnosis:

      To learn more about overlapping symptomology, or to make better decisions when diagnosing mental and behavioral health disorders, consider these offerings from Starr Commonwealth.

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      Trauma in Disguise: Introducing Trauma-Informed, Resilience-Focused Assessment and Differential Diagnosis


      Trauma-Informed, Resilience-Focused Assessment and Differential Diagnosis is available now. Below, Dr. Cae Soma explains the origins of this course.

      How can one benefit from taking Trauma-Informed, Resilience-Focused Assessment and Differential Diagnosis (TIRFADD)?

      TIRFADD begins to explain to professionals how and why mental health disorder symptoms and reactions we see can be misinterpreted. We call this “trauma in disguise”, and make critical connections through symptoms and reactions displayed by the child. These behaviors look and sound like other mental health disorders. What TIRFADD teaches is centered around an overlap in symptomology. In addition, it’s not enough to say there’s an overlap—we need to know why this overlap exists. So, TIRFADD explains how the manifestation of trauma in the body, overtime, often appears as other disorders

      What’s most fascinating, and an issue we dive deeply into in the course, is that the onset ages of mental health disorders follow the exact course of what’s happening in the body for those experiencing trauma:

       

      More and more research has been done about how trauma looks like every other mental health disorder. It starts with anxiety disorders and moves up into behavior disorders, mood disorders, and at the high school level we begin to see all of the at-risk coping skills (substance abuse, gang involvement, self-harm). We have known for a long time, at the clinical level, that these kids don’t have true ADHD. It then shifted to educators, where well-intentioned teachers refer parents to ADHD screenings.

      Doctors have not been trained in either med school or residency about the overlapping symptoms of mental health disorders and trauma. So, of course, a well-intentioned physician is trained to diagnose mental health disorders. That child may fit the criteria of a mental health disorder, but physicians are not approaching with a trauma-informed lens. When this occurs, either the symptoms and behaviors get worse, or things don’t get better. When things do get better, it’s because there is a true ADHD. Unfortunately, usually that does not happen—usually things get worse.

      This course was created for any practitioner, or parent for that matter, who has found themselves in this difficult situation.

      How did the overlap between trauma and ADHD symptomology, and subsequently the need for this course, come to be?

      Beginning in 2005, there has been a proposal for the Diagnostic and Statistical Manual of Mental Disorders (https://www.psychiatry.org/psychiatrists/practice/dsm - American Psychiatric Association) to include a new diagnosis known as Developmental Trauma Disorder. Starr has been teaching about it, and support the proposal of that diagnosis. Put simply, it explains how a child grows and develops within the context of toxic stress and trauma, of course they’ll have these symptoms like ADHD, etc. This was the first place where our attention was caught with overlapping symptomology. They put into words what we had experienced with children. Unfortunately, it has yet to be adopted for the DSM. We teach about DTD because it would be a tremendous diagnosis. As opposed to PTSD, DTD would explain that symptoms and reactions have been compounded over a lifetime, not based on a single event. For now, and with the help of TIRFADD, physicians can use whatever diagnosis they may need to get the best service for kids, but with the understanding that what’s driving that diagnosis is probably trauma. In this course, we’re going to give you as much information as we can to be as aware as possible about the overlapping symptomology. It’s a difficult subject, as it’s not black and white. We can’t just follow the symptom and reaction – most likely you’ll get what you’re looking for.

      We must remain curious and explore the possibility of what role underlying trauma may be playing in our children’s behavior.

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      Trauma and Resilience Summit Panel and Film Viewing

      As part of the Summit experience, Starr is excited to announce that a panel of experts will be assembled to provide their first-hand experience in healing trauma and building resilience in clinical, educational, and residential settings.

      A special introduction will be given by Starr Commonwealth President & CEO Elizabeth Carey, where she will share her perspective on the intersection of human services, healthcare, and education, in addition to the many opportunities for future partnership to continue to empower professionals,  heal trauma, and build resilience in all children – so all can flourish.

      Meet the Panelists

      Following our expert panel, we will be showing the film Resilience: the Biology of Stress and the Science of Hope, with a Q&A with Starr Director of Professional Training & Coaching Kathy Hart.

      This event is free and open to the public. We encourage all attendees to invite their colleagues to this important forum. If you know someone who is driven to heal, refer them to our RSVP page, and you'll receive a coupon code for 20% any eLearning product on our store when they attend.

      Register for the full summit