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Understanding the Necessity of Trauma- Informed Care in Community Schools…

- - - - practices in and outside the classroom that allow students agency and restorative justice solutions to behavioral and mental health needs: all staff and teachers can and should be trained for full support
        
        "Trauma-informed schools honor the impact of
        trauma and potential for recovery, recognize signs
        of trauma, respond with policies and interventions,
        and resist re-traumatization (Wiest-Stevenson & Lee,
        2016)" (2019, p. 1).
    - - systemic approaches help us avoid blaming students, parents, or teachers, or get stuck in the fallacy of the "failing school/failing classroom"
        
        "Uncovering the reasons behind a student’s
        struggle allows mental health providers and educators
        an opportunity to provide the care and support that
        are needed, in a way that honors the impact of prior
        trauma and promotes healing through meaningful
        engagement. Community schools can offer this higher
        level of care with the added staff provided
        by CBOs working within the school to provide
        trauma-informed interventions and connecting students
        and families to community resources" (2019, p. 9)
    - - student learning is supported through changing a school culture to support diverse needs and student voice
        
        "The community school model
        supports school social workers in deepening relationships
        with students over time, which in turn
        facilitates student growth:
        For my two years working with Wediko, I
        learned a lot like how to speak up, let people
        know that I have a voice, too, like, “You’re not
        going to run over me,” or “This is how I feel and
        you need to accept it.” That’s what I’ve learned" (2019, p. 7).
    - - social-emotional learning builds the foundation for responsive systems and helps students (and families) become participants in student behavioral management
        
        "Students with strong social–
        emotional skills are more successful regulating their
        emotions, making friends, and reflecting on feelings
        and behaviors. Students whose social–emotional
        development is disrupted struggle in these domains
        (Cohen, Onunaku, Clothier, & Poppe, 2005)" (2019, p. 2).
    - - communtiy schools differ from other schools in that the community is not only involved in but drives decision-making new initiatives for student learning: community partnerships help schools provide wraparound supports
        
        "The community school model of partnerships within
        schools promotes coordinated support for students
        from multiple partners. Students who are supported
        this way feel more connected to the school, resulting
        in positive behavioral and academic outcomes
        such as attendance, grades, and self-worth
        (Rhodes, Grossman, & Resch, 2000)" (2019, p. 7).
    - - if communities are always integrated and their voices are centered, learning and culture are more likely to be culturally responsive: relationship-based student supports
        
        "Through milieu and crisis support, students
        develop relationships with staff and begin to
        find in them a safe space. One student shared,
        I didn’t grow up with my mom or my dad, I
        grew up with my grandmother. When I came
        here, I didn’t have no one to talk to. I didn’t
        even feel like talking to my mom or my dad . . . I
        just go home and I close the door. But when I
        started talking to Ms. **, I felt like I could tell
        her everything that’s been going on" (2019, p. 7).