Overview

Building on comprehensive research conducted in US schools, this accessible volume offers an effective model of school leadership to develop and implement school-wide, trauma-responsive approaches to student discipline. Recognizing that challenging student behaviours are often rooted in early experiences of trauma, the volume builds on a model from the Substance Abuse and Mental Health Services Administration (SAMHSA) to walk readers through the processes of realizing, recognizing, responding to, and resisting the impacts of trauma in school contexts. Research and interviews model an educational reform process and explain how a range of differentiated interventions including Positive Behaviour Interventions and Supports (PBIS), social-emotional learning (SEL), restorative justice, and family engagement can be used to boost student resilience and pro-social behaviour. Practical steps are supported by current theory, resources, and stories of implementation from superintendents, principals, and teachers. This text will benefit school leaders, teachers, and counsellors with an interest in restorative student discipline, emotional and behavioural difficulties in young people, and PreK-12 education more broadly. Those interested in school psychology, trauma studies, and trauma counselling with children and adolescents will also benefit from the volume.

Full Product Details

Author:   Kirk Eggleston (Gayton Elementary School, VA, USA) ,  Erinn J. Green (Prince Edward County Elementary School, VA, USA) ,  Shawn Abel (Midlothian High School, VA, USA) ,  Stephanie Poe (Hopewell High School, VA, USA)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.453kg
ISBN:  

9780367651589

ISBN 10:   0367651580
Pages:   156
Publication Date:   11 March 2021
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

List of Figures Acknowledgments About the Authors Preface: A Synthesis of Solutions Introduction: Examining the Purpose of Student Discipline Part I: Understanding the Need for Trauma-Responsive Discipline Reform Chapter 1: Identifying the Problems of Exclusionary Discipline Chapter 2: Looking Through the Lenses of Trauma and Resilience Chapter 3: Setting the Stage for Reform Part II: Leading Trauma-Responsive Discipline Reform Chapter 4: Realize: Developing a Schoolwide Awareness of Trauma Chapter 5: Recognize: Acknowledging Trauma and Resilience Chapter 6: Respond: Embracing Trauma-Responsive Practices Chapter 7: Resist: Avoiding Retraumatization through Trauma-Informed Systems and Supports Epilogue: Tending to a Crisis in Education Appendix A: Realizing Trauma-Awareness Appendix B: ACE Questionnaire Appendix C: Devereux Adult Resilience Survey (DARS) Appendix D: Strategic Vision Builder Appendix E: Restorative Justice Mindset Survey Index

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Author Information

Kirk Eggleston is Principal of Gayton Elementary School, Virginia, USA. Erinn J. Green is Assistant Principal at Prince Edward County Elementary School, Virginia, USA. Shawn Abel is Principal at Midlothian High School, Virginia, USA. Stephanie Poe is Principal of Hopewell High School, Virginia, USA. Charol Shakeshaft is Professor of Educational Leadership at Virginia Commonwealth University, USA.

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