Natural Disasters and Post-Traumatic Resilience in Children

By Daniella Rueda, CEI Intern  As we come close to the end of hurricane season and as we consider the loss of lives and disruption produced in recent California wildfires, it becomes critical to discuss a topic that is often disregarded: The post-disaster trauma children experience. More specifically, what happens with children? How are their[…]

Transitioning to Trauma-Informed Care: One Elementary School Culture Transformation

By Dana Asby, CEI Intern Low-income urban youth have one of the highest rates of adverse childhood experience (ACE) prevalence, with one study reporting that more than 67% of the population have experienced at least one or more ACE and 12% have experienced 4 or more (Burke, Hellman, Scott, Weems, & Carrion, 2011). ACEs include:[…]

Looking at Discipline Differently: Bringing Restorative Discipline to the Classroom

By Lindsey Erin Feltis, CEI Intern Shame. Embarrassment. Isolation. These are words that students, and teachers, often associate with the traditional punitive style of discipline they see in their classrooms. Even though research suggests that punishment is often ‘ineffective (and) counter-productive,’ many teachers, principals and educators still rely on punishment in their classrooms (Amstutz &[…]

Compassionate Discipline in Practice

By Maddy Pribanova, CEI Intern Incorporating compassionate discipline within schools and homes can be challenging. At times, it’s difficult to know where to start. Senior teacher and trainer, Grace Dearborn, and the Irvington School in Portland, OR have begun adopting the principles of compassionate discipline in their classrooms. Dearborn and others at Irvington apply them[…]

3 Must-Read Books for 2018

Reflective educators are effective educators For teachers and leaders to be at their personal and professional best, it is essential that they prioritize their own well-being. Mindfulness Practices, Take Time for You, and HEART! offer specific guidance and support for new and veteran educators through reflection questions, journaling activities, self-care practices, and more.    […]

Benefits of Structured Art-Making for Children

June Naukeras, CEI Intern Disability and chronic illness often trigger complex emotional responses that are difficult to resolve through traditional talk-based psychotherapy. Post-Traumatic Stress Disorder (PTSD), a chronic condition in its own right, can be equally upsetting and silencing; children who have been traumatized rarely have the context or vocabulary to talk through their traumas.[…]

Early Childhood Trauma and Self-Inflicted Injury: Building Trust

By Suzan Mullane, CEI Research Associate and Faculty Editor’s Note: Suzan has trained teams to become trauma care specialists in their own districts. Contact the Center for Educational Improvement for additional information.  The number of children who experience tremendous horror in the first years of life is on the rise, as is the collateral damage of[…]

Yoga Games

By: Madison Rogas, CEI Intern Yoga has become a more widely used tool for educators and parents alike to help teach children self-regulation, develop body awareness, and learn to move their bodies in healthy ways. Yoga also helps decrease stress. By incorporating yoga into preschool classrooms, children have the opportunity to develop tools for a[…]