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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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    Lead with Confidence—Earn Your Trauma Certification Now

    Starr’s Trauma and Resilience Specialist Certification is a comprehensive program that advances the expertise of professionals who work with children across settings. Certified Trauma and Resilience Specialists acquire knowledge and practical tools to effectively foster resilience and healing in children who experience stress and trauma. A curious mindset is essential for trauma-informed and resilience-focused care. Participants learn to observe children through a lens of curiosity, wondering not only about adverse experiences but also about strengths and resources.

    Focusing on brain development, science, and research about the nervous system provides a greater understanding of how new resilience-building interactions and experiences – not fear or punishment – resolve challenging symptoms, reactions, and behavior in children.  Certification supports confidence and motivates professionals to implement strength-based best practices to reduce challenging behavior, decrease anxiety, aggression, and rule-breaking behavior, increase academic performance, and enhance overall well-being.

    “This makes so much sense. Yes, we have to address the child’s pain before behavior will ever improve. I can’t believe I never learned these concepts before taking this certification.”
    – Elementary educator

    There are three distinct Trauma and Resilience Specialist Certifications for competence and proficiency in particular fields: Clinical, Education, and Early Childhood. Clinical professionals such as social workers, counselors, and therapists master the SITCAP® model, a sensory-based approach to working with traumatized youth. Educators learn detailed and concrete actions to create supportive and restorative classrooms and school climates. Early childhood professionals like preschool teachers, childcare specialists, early childhood center directors, and staff learn how to make every interaction with children an opportunity to provide protective factors to promote optimal development.

    “I feel so much more confident now. I know I am an excellent practitioner, but I have been desperate for concrete tools to use with the children in my practice.”
    – Social Worker

    Certification provides professional credibility and recognition for those who desire to learn and participate in a solution to address the national emergency in child and adolescent mental health. Your role in this is significant and impactful. Starr’s theory of change states that when trauma-informed, resilience-focused adults work within trauma-informed, resilience-focused systems, the overall well-being of all children will increase.

    Check out our Certified Trauma and Resilience Specialist Certification and get 20% off during our Back to School Sale!

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    How Co-Regulation Supports Early Childhood Growth

    Summary:

    • Engaging strategies like “Rainbow Breathing” and “Be a Tree” can help preschoolers learn self-awareness and regulation.
    • Co-regulation is crucial for early childhood development, as it helps children manage emotions and behaviors.
    • Predictable and nurturing caregiving helps children learn self-regulation, while inconsistent caregiving can hinder this development.

    Importance of Co-Regulation

    Experiences in early life set the stage for a child’s ability to notice and regulate emotions and behavior. During early childhood, children’s brains continue to develop rapidly, which is closely linked to their capacity for self-awareness and regulation. Infants and toddlers who receive predictable, consistent, and nurturing caregiving develop brain connections and memories that help them recognize their needs and how they are met. This fosters trust in their caregivers, as their experiences demonstrate that someone will help them meet their needs. As they become preschoolers, children begin to connect how they have been cared for with what they can do to meet their needs themselves. Conversely, those who experience unpredictable or inconsistent caregiving might recognize their needs but struggle to start meeting them independently. They might display behaviors to attract adult attention or attempt to meet their needs but fall short.

    Role of Co-Regulation

    Co-regulation is essential for all ages, especially during early childhood. It involves regulating alongside the child rather than expecting them to manage their needs and emotions independently. In co-regulation, adults help children notice overwhelming emotions, bodily sensations, and needs and then work together to manage these experiences. For example, an adult might say, “Oh, you are feeling really angry; maybe that is why your hands and legs feel like they need to move. Let’s walk down the hall so they can move.” Alternatively, an adult might kneel to the child’s level and help them pick up fallen blocks, taking intentional deep breaths for the child to observe.

    Engaging Strategies for Self-Awareness and Regulation

    Let’s explore some engaging strategies for self-awareness and regulation that you can share with preschoolers. The effectiveness of these strategies lies in their interactive engagement between a calm, caring adult and the child. Children need to see, hear, and feel the strategy in action. They must first witness the strategy, then learn and practice it repetitively to integrate it into their memory for future use.

    • Rainbow Breathing
      Do you know the colors of the rainbow? If you do, tell me some of them. If you don’t, I can start for you. Each time we name a color, we will take a deep breath in and then a deep breath out. For example, if we start with red, we breathe in red (deep breath through the nose) and then breathe out red (exhale through the mouth). Repeat with all the colors.
    • Be a Tree
      Let’s pretend we are trees. Stand up very straight, as if your body is the trunk of a tree. Feel your feet on the ground and imagine roots growing down from them. Now, stretch your arms out wide and then up high and out wide again. These are your tree branches. Wiggle your fingers, which are the leaves on the branches. For your face, blink your eyes, wiggle your nose, and smile. These can be apples or acorns on your tree. Feel your feet, legs, and body strong like a tree trunk and your arms stretching like branches. Wiggle your fingers, blink your eyes, wiggle your nose, and smile once more. Look at you, a calm, confident, and beautiful tree!

    Benefits of Breathwork and Movement

    Breathwork and movement are quick ways to regulate emotions. Both naturally calm the body’s nervous system, making them beneficial for children. If a child is tired or reluctant to participate, these techniques can also help with engagement.

    Read more: 5 Reasons for Teachers to Co-Regulate Emotions.

    teacher helping stressed student
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    Behavior as Communication in Early Childhood

    Many early childhood practitioners report that managing problematic behaviors is their main challenge. What can you do when sticker charts, rewards, and punishments, such as taking away toys or play, don’t work?

    A vital component of a trauma-informed, resilience-focused approach to working in early childhood is understanding that behavior is the way children communicate. This mindset puts professionals in the role of curious detectives, trying to determine what kinds of support children need most by using their behavior as a clue. Instead of rewarding or punishing behavior, observe it without trying to change it. Get curious. What do you think the behavior you are observing is trying to communicate to you? When words are difficult to access, preschool-aged children will “show” you what they need. Children exhibit many behaviors, but it often comes down to three primary needs: connection, support, and co-regulation. Here is a simple guide to some of the most commonly observed behaviors that can tell you the primary need a child requires most from caring adults.

    Connection

    All children need connection and nurturing, but those who need it most will show you through the following observable behaviors:

    • Attention-seeking (they are connection-seeking)
    • Clingy
    • Defiance and refusal to follow directions
    • Constantly craving approval

    Tools you can use: Notice children often by saying their names, making eye contact, and making other nonverbal gestures like smiles, especially when they are on task.

    Support

    All children need adequate support to meet developmentally appropriate expectations for learning emotional and behavioral regulation. Children who need the most support will show you when they display the following behaviors:

    • Gives up easily
    • Afraid to try new things
    • Easily frustrated
    • Will not ask for help
    • Crying and whining

    Tools you can use: Provide scaffolding for the task the child is trying to accomplish. Let them know you are there to help them by modeling and practicing with them and then allowing them to try it themselves.

    Co-regulation

    All preschool-aged children need help regulating their emotions and behavior. Children who require additional co-regulation support are children who behave in the following ways:

    • Can’t sit still
    • Runs from classroom/caregiver
    • Difficult to calm down when upset
    • Aggressive; hits, bites, throws toys

    Tools you can use: Ensure your body is calm and your tone of voice is even and balanced. Lean in. Take a walk, practice some simple breathwork with children, and offer them a drink of water or a small snack.

    When we view behavior as communication to an underlying unmet need, professionals can focus on supporting the child and understanding the function of what the behavior is trying to accomplish. When a child’s needs are met, there is less need to address problematic behavior.

    Enhance your students’ well-being with our essential Mind Body Skills: Activities for Emotional Regulation resource. This resource features age-appropriate activities in mindfulness, breath work, guided imagery, expressive arts, and more. Perfect for quick sessions or existing programs, this guide is a must-have for educators and professionals. Get your copy today!

    Mind Body Skills Workbook
    Circle of Courage
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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.

    toddler in therapy session
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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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    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, Chief Clinical Officer, oversees all clinical operations and research at Starr Commonwealth. Dr. Soma 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.

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    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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    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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    Trauma Informed Care in a School Setting

    It sounds so easy: take care of the student’s needs before trying to educate them…

    Practicing trauma informed care in a school setting is challenging. Some students have had years of being unsuccessful in school due to lifelong chronic stress and lack of support. It takes a lot of time, energy and manpower to build resiliency in these students.

    Integration of trauma informed care into our schools has had many ups and downs. In the two years I have led this work in an elementary school and now in a middle school, I have had many fruitful discussions with staff who have voiced their criticism:

    • “All the Principal does is ‘talk’ to them and send them back to class.”
    • “He/She can’t do the work.”
    • “The kids don’t respect me.”
    • “There are no consequences for student behavior.”

    One of the most challenging hurdles to overcome is convincing teachers that our traditional consequences for student behavior were not always logical consequences. At the same time, implementing a system of logical or natural consequences in a large school is difficult. In a school of over 1,000 students, 46 teachers and over 30 support staff, how do you ensure every employee has the proper mindset? We turned to Starr Commonwealth.

    Starr brought their expertise and training to our district to provide every staff member with professional development around trauma informed care. Most of this training was providing the understanding of how trauma and chronic stress affects brain development. With this newfound knowledge, we first focused on our student system of support, which included our discipline process and our tier 2 and tier 3 support.

    Once those systems were built through a trauma informed lens, we began focusing on how to increase teacher capacity to:

    • Build relationships with the students.
    • Be curious about the behavior.
    • Understand that student behavior is not personal.
    • Understand that being trauma informed does not mean letting students “get away” with unacceptable behavior.

    The students used to be removed from the class so someone could reset them. However, in order to keep the students in the classrooms, the teachers were now the ones who needed to build relationships with the students. For so long, social workers, counselors, behavior specialists and administrators dealt with students who were not ready to learn, both academically and behaviorally. We turned that around by allowing the teachers to reset students while support staff watched their classrooms, requiring “circles” in the classroom to build relationships and community as well as strengthening teacher tier 1 behavior strategies while insisting on effective tier 1 instruction.

    Our tier 2 and tier 3 strategies also needed developing. We created a system allowing teachers to refer students to our SST (Student Support Team) when they are still struggling in the classroom. The system of support is based on the Circle of Courage®, which is a model of positive youth development based on the universal principle that to be emotionally healthy, all youth need a sense of belonging, mastery, independence and generosity. The first step with this team is to review the student referral, behavior, attendance and grades. From this review, the team determines which part of the circle needs repair. The SST discusses the student behavior and suggests strategies for teachers and support staff based on student need. After two four-week cycles of interventions, the student is moved to tier 3 and a cohesive behavior plan for those students is written.

    Practicing trauma informed care is more than just not suspending students, or not taking them out of class; it is increasing teacher capacity to build resiliency in our students. To have a trauma informed classroom is the opposite of letting students get away with bad behavior – it is about providing them with the tools and reflection time to correct their behavior and regulate their mind and body. It is about providing routines, predictability and structure in their world that is often built on chaos and unpredictability. It is about providing them love and support in a world that can be full of criticism and hopelessness. It is about providing them a safe and comfortable environment that they can rely on. The more we expect of our students, the more they will thrive. Structure and high expectations builds the self-worth and confidence that many students with chronic stress desperately desire and need.

    For some students, school may be the only setting in which they have a voice. Early on we must let our students know that in school we have high expectations – and a safe, predictable, orderly environment.

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    Self-Care & Creativity in the Trauma-Informed Workplace

    Self-care in relationship to trauma work is an essential practice for professionals in this helping field. Without attention and connection to our own self-care, the demanding toll of aiding and supporting others in pain and distress can often leave us vulnerable to compassion fatigue, vicarious trauma and burnout. In relationship to this necessity for provider self-care, this post will focus on considerations about one’s workplace environment and the role creativity can have as a trauma-informed practice.

    Laura van Dernoot Lipsky, (2009), who is author of “Trauma Stewardship: An Everyday Guide to Caring for Self While Caring for Others,” identified 16 Trauma Exposure Responses that can manifest within trauma workers “as a result of exposure to the suffering of other living beings or the planet,” (p. 41). These responses can range from, but are not limited to, feelings of hopelessness and helplessness, experiencing pervasive exhaustion, an increasing incapability for empathy, and struggling with states of guilt, numbing, anger, and fear (Lipsky, 2009).

    Experiencing minimized creativity in our work is also identified as a trauma-exposure response and also worth paying attention to. Using our sense of creativity in the work we do as trauma specialists is a critical, as it helps us be open to and see new ideas or solutions that can empower problem solving, growth and different ways to view situations, tasks and challenging issues with clients, co-workers and ourselves. In addition, when trauma exposure limits our ability to embrace the fresh air that creative thinking can breathe into our work, our efforts to help others may eventually feel immobilized without meaning, hope or new possibility. We also may become apathetic to working within systems, strategies and approaches that do not nurture professional growth, invite opportunities for change, or best serve the client’s needs and trauma recovery.

    To support the value of creativity within the workplace, as well as offer one way to foster a healthy safeguard to decreasing the effects of trauma exposure and stress, here are some suggestions to consider implementing into your work practice and setting:

      Be mindful of the physical environment around your workspace and/or agency and how you could invite more joy, fun and creativity through the use of color, scents, sound, lighting and other sensory-based incentives. Some examples are adding a favorite, comforting piece of art, nature inspired items, plugging in a lavender air freshener, or a cheerful lamp to brighten the space.
    • Create a box or basket that includes easy, go-to comfort care items that help you engage in playfulness, relaxation, and re-energizing.
    • Establish a mandala coloring area in your staff break room or kitchen with colored pencils, gel pens or markers that you and your co-workers can use for a creative break. Print Mandalas is an online site where a variety of mandala coloring pages can be printed for free.
    • Include creativity into your agency’s staff meetings by beginning with a meaningful poem, song, story or image that relates to the organization’s values and mission. Invite staff members to take turns being responsible for this activity.
    • Support your co-workers and staff through making artsy notes of gratitude, affirmation or inspiring quotes on sticky notes and index cards to leave in workspaces or mailboxes. Use stickers, a magazine photo collage, and simple art materials to leave an expression of your appreciation, support or just for a creative hello. You could even institute an agency-wide event dedicated to this practice! Connection and encouragement from those we work with helps foster emotional resiliency and better manage work stress. Recognizing the challenges, achievements and commitment to our work in this tangible, creative form reminds us that our efforts do make a difference and have purpose.

    References:
    Lipsky, L. V. N. (2009). Trauma Stewardship: An Everyday
    Guide to Caring for Self While Caring for Others. San Francisco, CA: Berrett-Koehler.

    Resources:
    Treating Trauma: Self-care for Providers
    International Society for Traumatic Stress Studies

    Self Care for Providers
    SAMHSA’s Homelessness Resource Center

    Self Care and Trauma Work
    Office on Violence Against Women, National Sexual Violence Resource Center and National Sexual Assault Coalition Resource Sharing Project

    Transforming Compassion Fatigue into Compassion Satisfaction
    12 Top Self Care Tips

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    Why Schools Need to Be Trauma Informed

    Do educators and schools have an informed role to play in the lives of students struggling with unprocessed traumatic memories other
    than providing cognitive learning experiences? Although schools are not mental health facilities and teachers are not therapists, teaching today’s students requires alternative strategies and skills compared to what worked a generation ago.

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